Podcasts about Interprofessional education

Send Harold your questions!What does it take to stand out and become a competitive applicant to Touro University California College of Osteopathic Medicine (TUCOM), and what makes this program unique among osteopathic medical schools?In this episode of Admissions Straight Talk, Accepted consultant and podcast host Dr. Valerie Wherley speaks with Dr. Alesia Wagner, associate dean of academic affairs at TUCOM. Together, they explore how the school's mission shapes its curriculum, how its 100% residency match rate reflects the breadth of specialty opportunities available to students, and how TUCOM's approach to clinical education prepares future osteopathic physicians for a wide range of medical careers.If you are researching osteopathic medical schools or preparing your application, this conversation provides valuable insight into what sets TUCOM apart and what it takes to be a competitive applicant.0:00 Meet Dr. Alesia Wagner, Associate Dean of Academic Affairs at TUCOM0:42 Overview of Touro University California College of Osteopathic Medicine4:56 Residency Match Data: Specialties and Outcomes6:50 Clinical Rotation Sites and Student Placement at TUCOM9:53 Primary Care vs. Specialty Matches: Breaking the Pigeonhole Myth11:13 TUCOM's Pre-Clinical Electives and the Clinical Distinction Program16:34 Culinary Medicine and Nutrition Education Electives19:56 Interprofessional Education and the Student-Run Free Clinic23:53 What Makes a Competitive Applicant29:11 Life on TUCOM's Campus in Northern CaliforniaRelated ResourcesBio for Dr. Alesia WagnerTouro University College of Osteopathic MedicineTouro's Osteopathic Manipulative Treatment Clinic at MiddletownTUCOM AcademicsRelated EpisodesHow to Get into MSU's College of Osteopathic Medicine [Episode 537]The Bryn Mawr Postbac Premed Program [Episode 614]Is There Such a Thing as Too Many Drafts? Writing a Standout Med School Personal Statement [Episode 612]Follow UsYouTubeFacebookLinkedInContact Uswww.accepted.comsupport@accepted.com+1 (310) 815-9553

In this episode of NLN Nursing EDge Unscripted, the conversation centers on the impact of interprofessional education (IPE) in preparing health professions students for collaborative, team-based care. Guests Katie Branch and Ashley Parikh share how the University of Texas Medical Branch has developed a robust, structured IPE program that includes a seven-activity core curriculum required across five schools. Students complete a selection of interactive learning experiences prior to graduation, with additional opportunities such as an annual symposium and a scholars program that extend learning beyond the core requirements. The discussion clarifies what interprofessional education is—and what it is not—emphasizing intentional collaboration, role clarity, communication, and shared accountability for patient outcomes. Throughout the episode, the guests highlight how thoughtfully designed IPE strengthens patient safety, improves quality of care, and fosters a culture of collaboration across disciplines.Learn more about the University of Texas Medical Branch Office of Interprofessional Education and Practice: https://www.utmb.edu/ipepDedicated to excellence in nursing, the National League for Nursing is the leading organization for nurse faculty and leaders in nursing education. Find past episodes of the NLN Nursing EDge podcast online. Get instant updates by following the NLN on LinkedIn, Facebook, Instagram, Bluesky, and YouTube. For more information, visit NLN.org.

In this episode, Dr. Whitney Nash, Dean and Professor at theUniversity of Louisville School of Nursing, discusses the growing role of interprofessional education and simulation in healthcare training. The conversation explores the new simulation building at UofL, the integration of simulation across curricula, and how these experiences enhance studentconfidence and clinical readiness. Dr. Nash also highlights the importance of faculty development and collaboration among healthcare disciplines to prepare future providers for team-based, patient-centered care.Do you have comments or questions about Faculty Feed? Contact us at FacFeed@louisville.edu. We look forward to hearing from you.

How do we help students step out of silos and see themselves as part of a collaborative team? In this episode, Dr. Joann Denemark, program director for Speech-Language Pathology, and Dr. Megan Mobley, assistant professor of Physical Therapy, share how interprofessional education (IPE) is reshaping the student experience at Augusta University. You'll hear how IPE builds confidence, strengthens professional identity, and prepares students for patient-centered care.  They also discuss a large-scale escape room simulation that gave over 160 graduate students the chance to practice teamwork, communication, and problem-solving across disciplines. Whether you teach in the health sciences or another field, you'll come away with ideas for creating meaningful collaboration in your own courses. Get free access to more of our content, visit our show page for full episodes and additional resources. 

What You'll Learn:In this episode, host Catherine McDonald, Patrick Adams, and guest Tina Patel Gunaldo discuss interprofessional collaboration. They explain the importance of interprofessional education (IPE) in training future healthcare professionals to collaborate effectively. Tina highlights the challenges of traditional hierarchies and the need for asynchronous collaboration.About the Guest:Tina is an innovative and results-driven healthcare leader dedicated to advancing interprofessional collaboration and patient-centered care. She is known for transforming visionary ideas into lasting, evidence-based systems that improve access, quality, and performance across clinical, academic, and community settings. With a proven track record of developing scalable models, securing multimillion-dollar funding, and launching initiatives adopted statewide and nationally, Tina brings together clinicians, administrators, educators, and community partners around shared goals that elevate both patient care and organizational excellence. Her work includes pioneering Louisiana's first hospital-based food pantry, establishing the state's first Interprofessional Consortium, and developing vaccination training programs for dentists. Guided by the principles of empowering patients as leaders of their health teams, fostering interdependence, and embedding evidence-based teamwork into practice, Tina continues to inspire innovation and collaboration in healthcare.Links:Collaborate for Health WebsiteTina Patel Gunaldo LinkedIn

Send us a text with your feedback from this session! Session 154Care Coordination Makes Our Profession Highly ValuedWe sit down and chat on the value of the Athletic Training and Therapy profession; how and where it fits and can be valued based on what we actually do! Anthony Breitbach has used over 20 years of clinical and sideline experience to inform his empowering and powerful current work in driving our profession forward. Dr. Anthony Breitbach is a Professor and Director of Interprofessional Education atSaint Louis University. He is a Distinguished Fellow and President of the NationalAcademies of Practice (NAP) representing NAP at the National Academies of Sciences, Engineering and Medicine Global Forum on Innovation in Health Professional Education. He is an Association of Schools Advancing Health Professions (ASAHP) Fellow, chairing their Interprofessional Committee and represents them on Interprofessional Education Collaborative (IPEC); also serving as Deputy Chair of the Interprofessional Global Board. Dr. Breitbach is an Associate Editor for the Journal of Interprofessional Care and the Journal of Interprofessional Education and Practice.

Breastfeeding in the Philippines is commonplace, yet lactation support is not.  For 116 million people there are only 29 IBCLC's!  Yet the breastfeeding rates are more than double compared to the US.  In this episode Katie Oshita and Marj Sibayan discuss how breastfeeding and lactation care is in the Philippines and US.Podcast Guest: Dr. Maria Julita SJ. Sibayan, PhD, MAN, IBCLC, RN is an International Board Certified Lactation Consultant, nurse, and seasoned academic with over 20 years of teaching and clinical experience. Recognized as one of the country's foremost experts in lactation management, she specializes in higher-acuity breastfeeding cases, including infants with cleft conditions, down syndrome, prematurity, relactation, tongue-tie, and insufficient glandular tissue (IGT). Her clinical innovation—the Specialized Nursing Algorithm for Cleft Care—is now a benchmark guideline being disseminated globally by Smile Train partners to advance infant feeding care in complex settings.As a technical consultant, Dr. Sibayan provides expert guidance on breastfeeding, maternal-child health, and infant feeding systems, drawing from her extensive work with UNICEF EAPRO, IBFAN, and various non-governmental organizations. Her contributions extend to policy development, program implementation, and capacity-building for frontline health workers.A prolific researcher and published author, she has co-authored Leaders Shaping Leadership: Mentoring, Advising, and Coaching (2023), the Baby Passport (2022), and the chapter “Perspective on Interprofessional Education” in Whole Person Care: Adventist Nursing in Action (2024). Her scholarly work—recognized internationally through Sigma Theta Tau's Rising Star of Research Award—focuses on interprofessional education, allied healthcare collaboration, and breastfeeding innovations.Dr. Sibayan combines academic rigor, clinical expertise, and advocacy to strengthen programs that protect, promote, and support breastfeeding at both community and policy levels.Podcast Host: Katie Oshita, RN, BSN, IBCLC has over 25 years of experience working in Maternal-Infant Medicine.  While Katie sees clients locally in western WA, Katie is also a telehealth lactation consultant believing that clients anywhere in the world deserve the best care possible for their needs.  Being an expert on TOTs, Katie helps families everywhere navigate breastfeeding struggles, especially when related to tongue tie or low supply.  Katie is also passionate about finding the root cause of symptoms, using Functional Medicine practices to help client not just survive, but truly thrive. Email katie@cuddlesandmilk.com or www.cuddlesandmilk.com  

Relationships, as the heart of building success in service of your institution's mission and the many people who benefit from it, are the central focus of this week's thought-provoking interview with Katie Branch, PhD, MSN, RN, FNAP, CHSE, on the Faculty Factory Podcast. With her professional background proudly rooted in nursing, Dr. Branch currently serves as the Vice President for Interprofessional Education and the Health Education Center at the University Texas Medical Branch (UTMB) in Galveston. Building on a recent theme of episodes we've had exploring the importance of reclaiming joy in your professional life, this episode with Dr. Branch will surely inspire you and help build upon the positive mindset we all need to combat burnout in such a demanding career. To learn more about the Health Education Center (HEC) at UTMB, please visit: https://www.utmb.edu/hec

In this episode of “Why I Teach,” Dr. Flo Weierbach, a seasoned nurse and professor at East Tennessee State University's College of Nursing, talks with Provost Kimberly D. McCorkle about her journey from providing direct care to teaching the next generation of nurses. With over 40 years of experience, Dr. Weierbach discusses her research on caregiver health, the challenges of rural health care, and the importance of interprofessional education for nurses. She also provides a snapshot of her experience with the Nurse Narratives Initiative.

Given that collaborative practice differs across international context, Kent and Haruta detail how interprofessional curricula must as well.   Read the accompanying article here: https://asmepublications.onlinelibrary.wiley.com/doi/10.1111/medu.15424

Join us for the conversation regarding innovating multi-disciplinary education across a unified Pediatric Heart Center, with guests: Abbie Patera, BSN, RN, NPD-BC, CCRN-K , Manager of Clinical Education (Children's Healthcare of Atlanta) and Shanelle Clarke, MD Medical Director, Cardiac Intensive Care Unit (Children's Healthcare of Atlanta/Emory Univ). Host/Editor/Producer: Saidie Rodriguez, MD (Children's Healthcare of Atlanta/Emory Univ)

Guest: Lisa Bowers, PhD, CCC-SLPIn this episode, Michelle is joined by the charismatic Lisa Bowers, PhD CCC-SLP, Chair of the Council of Academic Programs in Communication Sciences and Disorder's (CAPCSD) IPE/IPP committee, and Director of the Service Learning Initiative at the University of Arkansas. Lisa, a passionate advocate for the speech-language pathologist working to improve children's language and literacy abilities, spends this power hour sharing some of her favorite resources and imparting pearls of wisdom! So, whether you are a tried and true SLP and want to improve your interprofessional education and practice within the public schools for your students struggling with reading or are still in your clinical fellow and not sure where to begin when it comes to speech-sound disorders and literacy, this episode has you covered.

Interprofessional education (IPE) is a pivotal force shaping the future of health care delivery. This podcast highlights aspects of and approaches to IPE within pharmacy education. Full text of the manuscript is available at: https://accpjournals.onlinelibrary.wiley.com/doi/10.1002/jac5.2011

Mary Cortes and Dr. Pozo-Kaderman join Gresh and Fauria to discuss Dana Farber's Young Adult Program (YAP). The aim of YAP is to o   Ease the emotional burden of living and coping with cancer o   Empower young adults to become active participants in their cancer treatment o   Provide emotional and social support in the form of educational workshops, conferences, opportunities to network with other young adults with cancer, and clinical mental health services  Mary was diagnosed with lymphoma in May 2023. Mary sought consultation at two other hospitals before deciding to proceed with her care at Dana-Farber. Mary's treatment included a port placement for a six-month course of chemotherapy.  Mary is a nursing student and surgical assistant at a Cranio-Maxillofacial surgeon's office in Medford. Dr. Pozo-Kaderman is a senior psychologist and the Director of the Young Adult Program (YAP) and Director of Interprofessional Education in the Department of Psychosocial Oncology and Palliative Care at the Dana Farber Cancer Institute with a faculty appointment at Harvard Medical School.

Welcome back to The Peds NP Acute Care Faculty series! This series was created and peer-reviewed by national leaders in acute care PNP education collaborating with one another to meet the needs of our current and future colleagues. In the push for competency-based education where faculty verify the skills of what a student can do, rather than their knowledge, our series focuses on the application of didactic content with a practical approach so that you can learn nuances of clinical skills before you reach the bedside.  This episode explores wellness for the pediatric nurse practitioner. We first discuss burnout in terms of its physical and mental impact on the provider as well as poorer patient outcomes and healthcare systems burdens. After we identify symptoms of burnout and compassion fatigue, we'll discuss what wellness looks like in various systems at work from organizational culture of wellness to ease of daily work and finally personal resilience. We end with a discussion on self-compassion and introduce the evidence in support of meditation as a strategy to promote mind-body wellness. For some, this concept is new, so the technical aspects of meditation are unpacked to facilitate your own path to daily wellness. This episode pairs well with the 5-minute meditation for pediatric providers.    References: Berwick, D. M., Nolan, T. W., & Whittington, J. (2008). The triple aim: care, health, and cost. Health affairs (Project Hope), 27(3), 759–769. https://doi.org/10.1377/hlthaff.27.3.759 Chan, G. K., Kuriakose, C., Blacker, A., Harshman, J., Kim, S., Jordan, L., & Shanafelt, T. D. (2021). An organizational initiative to assess and improve well-being in advanced practice providers. Journal of Interprofessional Education & Practice, 25, 100469-. https://doi.org/10.1016/j.xjep.2021.100469 Green, A. A., & Kinchen, E. V. (2021). The Effects of Mindfulness Meditation on Stress and Burnout in Nurses. Journal of holistic nursing : official journal of the American Holistic Nurses' Association, 39(4), 356–368. https://doi.org/10.1177/08980101211015818 Kabat-Zinn, J. (2005). Wherever You Go There You are (10th ed.). Hyperion Kriakous, S. A., Elliott, K. A., Lamers, C., & Owen, R. (2021). The Effectiveness of Mindfulness-Based Stress Reduction on the Psychological Functioning of Healthcare Professionals: a Systematic Review. Mindfulness, 12(1), 1–28. https://doi.org/10.1007/s12671-020-01500-9 Leiter, M. P., & Maslach, C. (2004). Areas of worklife: A structured approach to organizational predictors of job burnout. In P. L. Perrewé & D. C. Ganster (Eds.), Emotional and physiological processes and positive intervention strategies (pp. 91–134). Elsevier Science/JAI Press. Lennon, Y. (2023). The quintuple aim: What it is and why does it matter? Chess Health Solutions. https://www.chesshealthsolutions.com/2023/08/01/the-quintuple-aim-what-is-it-and-why-does-it-matter/#:~:text=The%20Quintuple%20Aim%20is%20an,system%20to%20establish%20health%20equity. Makary, M. A., & Daniel, M. (2016). Medical error-the third leading cause of death in the US. BMJ (Clinical research ed.), 353, i2139. https://doi.org/10.1136/bmj.i2139 Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual review of psychology, 52, 397–422. https://doi.org/10.1146/annurev.psych.52.1.397 National Wellness Institute. (2024). NWI's six dimensions of wellness. https://nationalwellness.org/resources/six-dimensions-of-wellness/#:~:text=Wellness%20is%20a%20conscious%2C%20self,a%20long%20and%20healthy%20life. Neff, K. D. (2023). Self-Compassion: Theory, Method, Research, and Intervention. Annual Review of Psychology, 74(1), 193–218. https://doi.org/10.1146/annurev-psych-032420-031047 Panagioti, M., Khan, K., Keers, R. N., Abuzour, A., Phipps, D., Kontopantelis, E., Bower, P., Campbell, S., Haneef, R., Avery, A. J., & Ashcroft, D. M. (2019). Prevalence, severity, and nature of preventable patient harm across medical care settings: systematic review and meta-analysis. BMJ (Clinical research ed.), 366, l4185. https://doi.org/10.1136/bmj.l4185 Peters E. (2018). Compassion fatigue in nursing: A concept analysis. Nursing forum, 53(4), 466–480. https://doi.org/10.1111/nuf.12274 Shanafelt, T. D., & Noseworthy, J. H. (2017). Executive Leadership and Physician Well-being: Nine Organizational Strategies to Promote Engagement and Reduce Burnout. Mayo Clinic Proceedings, 92(1), 129–146. https://doi.org/10.1016/j.mayocp.2016.10.004 Shanafelt, T. D., Larson, D., Bohman, B., Roberts, R., Trockel, M., Weinlander, E., Springer, J., Wang, H., Stolz, S., & Murphy, D. (2023). Organization-Wide Approaches to Foster Effective Unit-Level Efforts to Improve Clinician Well-Being. Mayo Clinic Proceedings, 98(1), 163–180. https://doi.org/10.1016/j.mayocp.2022.10.031

In this episode, we speak with Dr. Curt Stilp, associate dean of the College of Medical Science and program director to the George Fox University PA program. He shares his journey into the PA profession, and discusses the importance of interprofessional education and highlights the crucial role of interprofessional education and the impact of PAs in rural healthcare settings. Tune in to learn more about George Fox University's program and what attracts applicants to it.   The PA Path Podcast is produced by Association Briefings.

DISCLAMER >>>>>>    The Ditch Lab Coat podcast serves solely for general informational purposes and does not serve as a substitute for professional medical services such as medicine or nursing. It does not establish a doctor/patient relationship, and the use of information from the podcast or linked materials is at the user's own risk. The content does not aim to replace professional medical advice, diagnosis, or treatment, and users should promptly seek guidance from healthcare professionals for any medical conditions.   >>>>>> The expressed opinions belong solely to the hosts and guests, and they do not necessarily reflect the views or opinions of the Hospitals, Clinics, Universities, or any other organization associated with the host or guests.       Disclosures: Ditch The Lab Coat podcast is produced by (Podkind.co) and is independent of Dr. Bonta's teaching and research roles at McMaster University, Temerty Faculty of Medicine and Queens University. Welcome back to another episode of "Ditch the Labcoat," the podcast that explores the human side of healthcare beyond the sterile field.In this insightful episode of "Ditch the Labcoat," host Dr. Mark Bonta is joined by Dr. Samir Grover, a prominent figure in the realm of medical education. Together, they delve into the pressing issues surrounding current educational practices in healthcare and propose revolutionary changes aligned with the needs of a modern medical system.Dr. Grover discusses his advocacy for competency-based training systems and the integration of technology like AI and simulations to enhance assessment objectivity in medical education. He emphasizes the critical role of fostering essential physician traits such as empathy and hard work, beyond just academic achievements. The episode critically analyses the misalignment in assessments, such as the lack of evaluation for practical skills like endoscopy among gastroenterologists, despite its significance in their daily responsibilities.The conversation extends to the potential shifts in medical student selection processes, aiming to highlight qualities beyond test scores, and explores the ongoing need for reforms in training systems to better match learners' capabilities with their medical specialty. Dr. Grover also shares his experiences and perspectives on the need for personalized assessment and the effective use of feedback in education.Adding to the rich discussion, Dr. Bonta and Dr. Grover touch upon the future of medical education, advocating for the inclusion of advanced technologies and methodologies that ensure comprehensive and efficient learning experiences. They conclude with a critical view on health fads like juice cleanses and the importance of evidence-based approaches in medical practices.This episode not only sheds light on the essential changes needed in medical education but also celebrates the efforts of educators like Dr. Grover who are at the forefront of these transformative approaches. Whether you're a medical professional or just intrigued by the evolution of medical education, this episode offers valuable insights into making healthcare education more adaptive, inclusive, and effective.Episode timestamps: 04:41 Important physician traits: earnestness, desire to learn.07:45 Academic excellence not sole indicator of good physician.11:28 Flexner report still influences medical education today.14:28 Self-regulated learning key for medical practitioners.20:31 High-intensity simulation improves clinical procedure performance.23:25 Validated colonoscopy performance scales differentiate novices to experts.27:51 Using AI assists improves learning and performance.28:47 Laparoscopy: minimally invasive surgery with training challenges.33:43 Striving for autonomy in medical career assessment.35:24 Competency-based system for physician training summary.38:50 Work assessments and subjective nature in universities.43:40 Understanding medical terms critical for both sides.46:01 Developing social and emotional intelligence for healthcare.51:42 Virtual reality enables real-time consultation with experts.52:58 Doctor Bonta thanks team, family, promises more.

Meet Heidi Cheerman, a dynamo in the field of physical therapy who's mastered the art of juggling roles as a DPT Professor, Assistant Dean for Interprofessional Education, and practicing clinician. In this episode, Heidi shares her insights on work-life balance, the exciting world of Extended Reality (XR) and Virtual Reality (VR) in DPT education, and the courage to change career paths within PT. Get ready to be inspired by her unique blend of expertise, innovation, and personal anecdotes that include giving birth in an unforgettable scenario!Episode Highlights:Mastering Work-Life Balance: Heidi dives into essential strategies for avoiding burnout, learning to say no, and making time for oneself. Discover how to recognize when you're stretched too thin and the coping strategies that work.XR and VR in DPT Education: Explore the cutting-edge use of Extended Reality and Virtual Reality in physical therapy education and practice. Heidi discusses how these technologies are integrated with interprofessional education to enhance learning and collaboration.Embracing Career Shifts: Hear about Heidi's personal journey from clinician to academia and how embracing change can lead to fulfilling career opportunities. She shares tips for recognizing when it's time for a change and how to approach it with a growth mindset.Key Takeaways:Practical advice on achieving work-life balance and recognizing burnout signs.Insights into how XR and VR technologies are revolutionizing DPT education and fostering interprofessional collaboration.Encouragement and guidance for PT professionals considering career transitions or looking to explore new opportunities within the field.The importance of embracing unexpected life moments with resilience and humor.Guest Contact Information:Heidi Cheerman, DPT Professor, Assistant Dean for Interprofessional EducationInstagram and Facebook: @HeidiCheerman

In this episode, Dr. Kaelee Brockway joins Dr. F. Scott Feil as a new co-host of the Healthcare Education Transformation Podcast. Dr. Brockway shares her journey from being a practicing physical therapist to becoming an educator. She discusses her passion for improving patient care and the frustration she felt when she saw therapists providing subpar treatment. Dr. Brockway emphasizes the importance of integrating evidence-based practice into physical therapy education and pushing the boundaries of what is considered best practice. She also highlights the need for interprofessional education to prepare students for collaborative healthcare settings. Throughout the episode, Dr. Brockway's expertise in geriatrics, chronic disease management, and cardiovascular and pulmonary care shines through.Key Takeaways:- Dr. Kaelee Brockway's background in physical therapy and her experience in various clinical settings have shaped her passion for improving patient care and physical therapy education.- She focuses on teaching students how to apply their foundational knowledge to real-life patient care, emphasizing evidence-based practice and pushing the boundaries of best practice.- Dr. Brockway advocates for interprofessional education to prepare students for collaborative healthcare settings and improve patient outcomes.- Her expertise in geriatrics, chronic disease management, and cardiovascular and pulmonary care allows her to provide valuable insights and innovative approaches to physical therapy practice and education.You may find out more about Dr. Brockway at the following locations:https://doctorbthept.com/https://twitter.com/DoctorBthePThttps://www.instagram.com/doctorbthept/Feel free to email Dr. Brockway at doctorbthept@gmail.com, or at kbrockway@usa.uduIf you are taking the NPTE or are teaching those about to take the NPTE, visit the NPTE FInal Frontier at www.NPTEFF.com and use code "HET" for 10% off all purchases at the website...and BREAKING NEWS!!!! They now have an OCS review option as well... You're welcome! You can also reach out to them on Instagram @npteff If you're a PT and you have student loan debt, you gotta talk to these guys. What makes them unique is that they view financial planning as like running hurdles on a track. And for PTs, the first hurdle many of us run into is student loan debt. Varela Financial will help you get over that hurdle. They not only take the time to explain to you which plans you individually qualify for and how those plans work, but they ALSO take the time to show you what YOUR individual case looks like mapped out within each option. So if you're looking for help on your student loan debt, or any area of your personal finances, we highly recommend working with them. You can check out Varela Financial out at varelafinancial.com. Feel free to reach out to us at: http://healthcareeducationtransformationpodcast.com/ https://www.facebook.com/HETPodcast https://twitter.com/HETpodcast Instagram: @hetpodcast @dawnbrown_pt @pteducator @dawnmagnusson31 @farleyschweighart @mail.in.stew.art @ujima_institute For more information on how we can optimize and standardize healthcare education and delivery, subscribe to the Healthcare Education Transformation Podcast on Apple Podcasts or wherever you listen to podcasts.

In this 12-minute podcast, Dr. Brian Cohen discusses his recent commentary titled, "Use of an Artificial Intelligence-Driven Digital Platform for Reflective Learning to Support Continuing Medical and Professional Education and Opportunities for Interprofessional Education and Equitable Access."See the full transcript on anhi.org.

In this episode of Behind the Research, we dive into the research article titled "Designing a Conceptual Framework to Align Learning Objectives to the Interprofessional Education Collaborative Core Competencies, a Narrative Review." Dr. Norman Belieza and Dr. Maureen Johnson, assistant professors from the University of St. Augustine for Health Sciences, join us to discuss their findings. We also welcome Assistant Professor Jocel Regino from the University of Santo Tomas as a reactor. The conversation centers around the importance of interprofessional education and its impact on effective collaboration between different healthcare professions. Tune in to learn more about the integration of professions in the field of physical therapy. --- Support this podcast: https://podcasters.spotify.com/pod/show/ptmealpodcast/support

David Pole, Director of the Center for Interprofessional Education and Research at SLU's Medical School, speaks about how he incorporates his Buddhist practices and beliefs into his work in the Jesuit mission.

Carolyn Giordano, PHD, FASAHP, FNAP, talks about her role as the associate dean for assessment and evaluation, successful interprofessional education (IPE), the measurement of success, observational tools, the steps to creating IPE, technology in IPE, barriers, and SMART goals with Barbara Lewis, MBA.

This podcast will highlight a recently added ASHP resource center on interprofessional education (IPE). Discussion will cover the need for an IPE resource center, how to use the resource center, and some best practice from our experts' experience. Access the ASHP Interprofessional Practice and Education Resource Center.   The information presented during the podcast reflects solely the opinions of the presenter. The information and materials are not, and are not intended as, a comprehensive source of drug information on this topic. The contents of the podcast have not been reviewed by ASHP, and should neither be interpreted as the official policies of ASHP, nor an endorsement of any product(s), nor should they be considered as a substitute for the professional judgment of the pharmacist or physician.

What do we really mean by ‘IPE'? And how can we design and deliver simulations for IPE outcomes?  In this episode, Vic speaks with Dr Karen Dickinson about her work in IPE at the University of Arkansas for Medical Sciences in Little Rock, AR., where she is an Assistant Professor of Surgery and the Director of IPE Simulation and Clinical Skills Training.  Karen gave us an overview of work in the area of IPE – “learning about, from, and with other professions”. Groups such as the Interprofessional Education Collaborative (IPEC) offer resources such as this scoping review of IPE and patient care and this Institutional Assessment Instrument (readers can evaluate their IPE efforts locally)  We spoke about the differences and similarities between ‘IPE' and ‘team training' in sim and the barriers and enablers of this kind of work.   Karen cited some examples, including interprofessional trauma simulations, and the mock trial involving health professions and law students,  (previously discussed on Simulcast!)  A cross-cutting theme was that success requires a thoughtful change management strategy, including institutional alignment, deep engagement with stakeholders, and using evidence-informed approaches.  Thanks to Dr Karen Dickinson for her insights  

In this episode, we will learn from Joy Doll, OTD, OTR/L. Dr. Doll is an occupational therapist who specializes in Informatics. In 2023, she launched her own consulting firm to support organizations to bridge health care and social care, Hello Better Healthcare, LLC. She is Associate Professor and Program Director of Health Informatics at Creighton University. Prior to launching Hello Better Healthcare, Dr. Doll was the Vice President of Community Programs for CyncHealth. In this role, Joy supported cross-sector partnerships to build a social determinants of health ecosystem that includes community-based organizations, health information technology, 211 and health care organizations. She led the first EHR integration of health care and social care in the state of Nebraska. She is a passionate advocate for health equity supporting programs like the Health and Dwelling, a Medical Respite for the Homeless and the Greater Omaha Pathways Hub. Prior to joining CyncHealth, Joy served as the Inaugural Executive Director for establishing the Center for Interprofessional Education and Research (CIPER) where she was engaged with CHI Health to develop, establish, and study an interprofessional clinical learning environment. She was the Vice Chair of the Department of Occupational Therapy in the School of Pharmacy and Health Professions at Creighton University. During her time at the CU, she was also the director of a Post Professional OTD Program where she was responsible for recruitment and retention of students, managing student issues, and maintaining program excellence. Joy is author of the textbook Grant Writing and Program Development for Occupational Therapy Practitioners: Making the Connection and over 50 book chapters or peer reviewed journal publications. She is a sought after pocaster and speaker including the 2018 TEDx Talk entitled Cultivating Collaboration in Health Care: The Journey of an Accidental Expert. Joy earned her Doctor of Occupational Therapy degree in 2003 from Creighton University. In May 2022, she completed a miniMBA from University of Arizona as a recipient of the Common Spirit Equity Impact Scholarship.Show Key Points: • Joy shares about her background and some of her favorite occupations • She describes what inspires her to do this work • She describes her current uncommon OT work • She describes her path and vision • She provides OT practitioners with valuable career advice • She provides valuable resources and her contact information Resources & Contact:Twitter: @joyot LinkedIn: https://www.linkedin.com/in/joy-doll-80581876Website www.hellobetterhealthcare.com Email me joy@hellobetterhealthcare.comAs always, I welcome any feedback & ideas from all of you or if you are interested in being a guest on future episodes, please do not hesitate to contact Patricia Motus at transitionsot@gmail.com or DM via Instagram @transitionsotTHANK YOU for LISTENING, FOLLOWING, DOWNLOADING, RATING, REVIEWING & SHARING “The Uncommon OT Series” Podcast with all your OTP friends and colleagues! Full Episodes and Q & A only available at: https://www.wholistic-transitions.com/the-uncommon-ot-seriesSign Up NOW for the Transitions OT Email List to Receive the FREE Updated List of Uncommon OT Practice Settingshttps://www.wholistic-transitions.com/transitionsotFor Non-Traditional OT Practice Mentorship w/ Patricia: https://docs.google.com/forms/d/e/1FAIpQLSeC3vI5OnK3mLrCXACEex-5ReO8uUVPo1EUXIi8FKO-FCfoEg/viewformBIG THANKS to our sponsor Picmonic & Truelearn. Follow the link below and USE DISCOUNT CODE “TransitionsOT” to Score 20% OFF Your PICMONIC Membership today! https://www.picmonic.com/viphookup/TRANSITIONSOTLBL23Happy Listening Friends!Big OT Love!All views are mine and guests own.Be a Patron to support The Uncommon OT Series Podcast project via Patreon.

Dr Joseph Zorek joins Ethics Talk to discuss the history of IPE training, which professionals are included in IPE and how effective interprofessional training increases patient safety. Recorded Febraury 2, 2023.   Read this month's full issue on Interprofessional Education for free at JournalofEthics.org

In this episode, Sarah Gander and Marc Nicholson talk about Interprofessional Education.

Although virtual environments have the potential to increase psychological safety and blur professional distinctions, such factors require care when planning virtual interprofessional education activities. Read the accompanying article to this podcast: https://onlinelibrary.wiley.com/doi/10.1111/medu.14867 

Is 'Quiet Quitting' just a tik tok phenomenon or is it genuinely a coping mechanism for employees to protect themselves from the pressure of work?This week's guest argues that Quiet Quitting is a way for workers to moderate how much cognitively and emotionally they are giving to their working lives in order to remain healthy at work. Dr Maria Kordowicz FRSA is a Chartered Psychologist, Associate Professor in Organisational Behaviour and Director of the Centre for Interprofessional Education and Learning at the University of Nottingham. Dr Maria argues that the pandemic triggered a highly anxious state for many of us by putting us face to face with our own mortality and inevitably leading to us question what in life is most important to us.This is a fascinating and thought provoking interview that really unpacks our relationship with work.Is Quiet Quitting just a Tik Tok phenomenon? [01:27]Partly argues Dr Maria but since the pandemic many of us have been questioning our relationship with work therefore it's not surprising some individuals have decided to devote more time to other areas of their life.Are elements of Quiet Quitting good for the worker? [03:56]Yes says Dr Maria.  Quiet Quitting or reevaluating our relationship with work can be a copping mechanism that protects individuals from work becoming too invasive and all consuming.The link to a 4 day week? [08:13]Despite having her views described as 'snow flakey' in a national newspaper, Dr Maria is in support of initiatives such as the 4 day week as it allows individuals to think differently about  productivity and their contribution to society and not just about income and tax revenues generated.Are command and control cultures for the scrapheap? [12:33]Yes answers Dr Maria, she evidences this by referring to some research she carried out for the Prison and Probation service where a culture that was much more collaborative and egalitarian and focused on human thriving was much more positive than a command and control structure.The relationship between the line manager and the employee explored [16:00]Dr Maria points to her work in management and supervision and what sort of style and behaviours employees want their managers to display. Dr Maria reminds us that managers too  can suffer from burnout and therefore can also quietly quit.How can HR professionals overcome quiet quitting?Dr Maria recommends tending too the building blocks of the relationship and providing employees with the psychological safety to have an open dialogue in order to re-connect.Resources:https://ovenreadyhr.com/https://mariakordowicz.com/  

Joining us on the Faculty Factory Podcast this week is Wendy Ward, PhD, ABPP, FAPA, FNAP. Dr. Ward has joined us many different times (today is her eighth appearance on this show) and this is the first time she has visited us since being named associate provost for faculty in the Division of Academic Affairs at the University of Arkansas for Medical Sciences (UAMS). Dr. Ward also serves as professor in the UAMS College of Medicine's Department of Pediatrics and director of interprofessional faculty development in the Office of Interprofessional Education. She joins us to chat about her new role and her institution's newly named Center for Faculty Excellence. We discuss its mission to support folks across many different phases of the faculty lifecycle—including recruitment, onboarding, and much more. We also chat post-traumatic growth literature and what the journey of moving from victim to “survivor/thriver" might look like. Learn more about today's show: https://facultyfactory.org/wendy-ward 

In this episode of the HET Podcast, our co-host, Dr. Mahlon Stewart interviews Dr. Laurel Daniels Abbruzzese. Join us for a discussion on the National Academies of Practice and some of the challenges with interprofessional education. Biography: Dr. Laurel Daniels Abbruzzese, PT, EdD, FNAP currently serves as the Director of the Performing Arts Fellowship Program and is an Associate Professor of Rehabilitation and Regenerative Medicine in the Programs in Physical Therapy at the Vagelos College of Physicians and Surgeons (VP&S), CUIMC. Dr.Abbruzzese earned a Bachelor of Arts degree in psychology at Columbia College, a Master of Science degree in Physical Therapy at VP&S, and both a Master of Education and Doctor of Education degree in Biobehavioral Sciences at Teachers College, Columbia University. Dr. Abbruzzese has over twenty-five years of clinical experience in physical therapy and over 15 years as an educator. At CUIMC, Dr. Abbruzzese teaches Clinical Geriatrics, Kinesiology & Biomechanics, and Professional Leadership & Practice. She is a fierce advocate for social justice and interprofessional education and collaborative practice. She serves on the Columbia Commons Steering Committee, the Rehabilitation & Regenerative Medicine DEI committee, and the Anti-Racist Transformation in Medical Education group at VP&S. She was recently inducted into the Virginia Apgar Academy of MedicalEducators. Dr. Abbruzzese is recognized nationally as a Distinguished Scholar and Fellow in theNational Academies of Practice, which advocates for Interprofessional Education and Collaborative Practice, and chairs the Justice, Equity, Diversity, and Inclusion Taskforce. In 2022 she was awarded the Emerging Interprofessional National Academies of Practice Member of the Year. Dr. Abbruzzese is a Certified Exercise Expert for AgingAdults (CEEAA) and is part of the national CEEAA faculty. Dr. Abbruzzese also serves as the President of the Performing Arts Special Interest Group (PASIG) of the American Physical Therapy Association Academy of Orthopedics. She is a 2022-23 fellow in the APTA Fellowship in Higher Education Leadership. In the fall of 2022, Dr. Abbruzzese will join the Board of the Physical Therapy Learning Institute (PTLI).

Dr. James Carlson, Vice President for the Interprofessional Education and Simulation at Rosalind Franklin University of Medicine and Science, joins Lisa Dent on Chicago’s Afternoon News to talk about a new online training tool that aims to teach medical professionals and students how to spot rare reactions to recreational drugs. Follow Your Favorite Chicago’s Afternoon […]

During this episode, Dr. Janet Patterson, Research Speech-Language Pathologist at the VA Northern California Healthcare System, speaks with Dr. Mary Purdy about aphasia rehabilitation, Interprofessional Practice (IPP) and Interprofessional Education (IPE).    In today's episode, you will:   Learn how IPP and IPE are related, in concept and practice. Hear about the similarities and differences in IPP in inpatient settings and outpatient settings. Listen to ideas on delivering client-centered treatment in an atmosphere of IPP.   Interview Transcript: Janet Patterson: Welcome to this edition of Aphasia Access Podversations, a series of conversations about community aphasia programs that follow the LPAA model. My name is Janet Patterson, and I am a Research Speech-Language Pathologist at the VA Northern California Healthcare System in Martinez, California. Today I am delighted to be speaking with my colleague and friend, Mary Purdy, about Interprofessional Education, or IPE, and Interprofessional Practice, or IPP. Dr. Purdy is Professor and Graduate Program Coordinator in the Department of Communication Disorders at Southern Connecticut State University in New Haven, Connecticut, and a speech- language pathologist at Hartford Health Care Rehabilitation Network. Mary has been involved with educating graduate students in the principles and practices of IPE for several years and is currently Chair of Southern Connecticut State University's College of Health and Human Services IPE committee. Additionally, she actively engages in Interprofessional Practice in the outpatient setting.  As Mary and I start this podcast, I want to give you a quick reminder that this year we are again sharing episodes that highlight at least one of the ten gap areas in aphasia care identified in the Aphasia Access White Paper authored by Dr. Nina Simmons-Mackie. For more information on this White Paper, check out Podversation Episode #62 with Dr. Liz Hoover as she describes these gap areas, or go to the Aphasia Access website.  This episode with Dr. Purdy focuses on gap area five, attention to life participation across the continuum of care, and gap area six, training and protocols or guidelines to aid implementation of participation-oriented intervention across the continuum of care. We focus on these areas through our discussions of IPE and IPP. Two previous Aphasia Access podcasts included conversations about IPE, Episode #7 with Darla Hagge and Episode #78 with Michelle Gravier, Albert Mendoza and Jennifer Sherwood. For so many reasons, IPE and IPP are crucial in creating and sustaining high quality aphasia rehabilitation programs. I hope our conversation today adds to the growing body of knowledge in IPP and IPE. With that introduction, I would like to welcome Dr. Mary Purdy to Aphasia Access conversations. Thank you, Mary for joining me today to discuss aphasia rehabilitation, IPP and IPE.  Mary Purdy: Well, thanks Janet. And thank you. It's really good to be here.  Janet: Let me just jump right in then Mary to say we've heard a lot about Interprofessional Education, or IPE, and Interprofessional Practice, or IPP. How do you define and think about these two related, but different concepts, both in general, and as they apply to aphasia rehabilitation?  Mary: Well, in general, when we think about IPP, the whole concept of collaboration, we know, leads to improved health care outcomes, and that's what we're all after, with our people with aphasia. In terms of the education students need, to learn how to collaborate with other professionals, and this can be quite complex. First of all, they need to understand what their own roles and responsibilities are, just related to their profession. Plus, they have to learn to work as a member of a team, and not just operate on their own, solo. In order to have students become comfortable in these roles, we have to provide them with opportunities to learn, and those opportunities, I think, really need to be both didactic and interactive.  Specifically, to aphasia rehabilitation, in addition to just general education about collaboration, students need to understand that individuals with aphasia really do have complex needs and to meet these needs, we have to focus on the patient. We hear a lot about patient-centered care, and that's really what it is that we need to be doing. So, students need to have some training in how to communicate with people with aphasia, and they need to get to the point where they can be comfortable training others to help communication. We have to help our patients identify what their goals are.  Interprofessional collaboration and practice, and patient-centered care really is all about the patient goals. They have to be really included with the whole program. Students have to be comfortable in aiding patients in identifying their goals, and they have to understand how other professionals can help meet those goals. You know, when we work with our clients, we of course, are focused on communication, but our patients are so much more than that. We have to look at them as the entire person that they are and recognize that we as speech pathologists can't take care of all their needs by ourselves. So, we have to bring in other professionals to help the clients meet their goals. The other thing is, we know that patient's needs change, as they adjust to life with aphasia, and they move throughout the continuum of care. As those needs change, the team members may also change, so students need to recognize that collaboration and interprofessional practice is always in flux. It's an ever-changing concept, in terms of practicing interprofessional collaboration. As clinicians, we need to practice what we preach, we have to remain focused on our patient, what their needs are, what their goals are. It can be difficult at times given time constraints and other constraints within the healthcare environment, but we really do need to try to make the effort.  Janet: Hearing you talk Mary, I'm envisioning a student, a graduate student, who is focused in trying to learn everything they can about the different aspects of communication disorders, not to mention everything about aphasia, and now we're asking them to learn more. That is, what an occupational therapist does or what a physical therapist does and how to organize that. Is that a daunting task for students?  Mary: I think so. As I said, they're learning what they themselves have to do, you know, what do I do as a speech-language pathologist. And so, when we start throwing everything else at them, I can imagine it's very daunting for students and it's hard to try to design educational opportunities that take into consideration where the student is in their whole educational process. I think there's a timing issue of how to be introducing all of these different concepts throughout the student's education.  Janet: Mary, as you recall from the introduction today, the White Paper authored by Dr. Simmons-Mackie identified gap areas in aphasia rehabilitation across the continuum of care, two of which I think relate to IPE and IPP. I would like to ask you about your thoughts regarding IPE and IPP and how they intersect with the LPAA model at three times: first, during graduate education as we teach and model for students who will become clinicians; second, during aphasia treatment in inpatient medical facilities; and third in the outpatient setting, including community aphasia groups. Let's begin with the educational environment. How do you teach and model IPE for your students? Can you tell us about some examples you use and how your students respond to your IPE activities?  Mary: First of all, in the educational environment when we're first really training the students, this is truly the IPE portion where we're preparing the students to learn the process of collaboration. Specific to aphasia, I usually start in my aphasia class. We have a couple of different case studies that we go through, that provide information to students about stroke, the professionals involved with stroke, then the person with aphasia. Through the case studies, I'm introducing them to the professions, and then to aphasia and how the professionals work with aphasia. Another thing that I do in class is, every semester students will interview a person with aphasia. They'll do a little language screen, and they'll interview a patient that comes up from our clinic. Recently with COVID, we've been doing this over Zoom, and it works fine. As part of that, they are instructed to ask the clients about their goals; what goals do they have both for clinic in terms of their communication, but also in general. Then later, we discuss what is needed to help the patient accomplish the specific goals, both within our own profession as well as outside. So, in class, there's a general introduction to IPE.  In the clinic, we've had some fun activities, very informative from multiple perspectives. One thing that we do is we have nursing students who are enrolled in their community health class, come into the clinic to perform a health intake with our individuals with aphasia. Now prior to that, our students have given the nursing students a little bit of background on aphasia, and we have the students view a video about it. And then when the nurses come into the clinic, they work with our students there together during the interview process. The nurses go through and ask all their questions and, I shouldn't laugh, but sometimes it's amusing to see the nursing students' reactions. They are just kind of flabbergasted in terms of, “okay, now what do I do?” For one client, the nurse was asking, the client, “Do you have a history of heart problems, cancer”, blah, blah, blah, blah, blah, and the client was responding “Yes” to everything. The nurse was saying “Oh, my gosh, you poor thing you've just been through so much”. I was in the observation room with the wife, who was saying he didn't have any of those problems. So, it was actually a very good learning experience for the nurse. Then our student jumped in and started using more pictures to try to help with understanding. We provided the supported communication prompts to help with that.  We've had therapeutic recreation come into the clinic, and we've had a few trips into the community. We've gone bowling, and that was interesting. The students learned about devices that are available to individuals who have hemiparesis. There are these stands that the person puts the ball on and just kind of pushes the ball off this rolling stand and it goes down the alley. Our students learn a lot about accessibility and what can be done to help our patients get around in the community a bit more. That's a couple of examples of what we've done in the clinic.  We also have worked with the Marriage and Family Therapy department to provide support to the spouses of the individuals with aphasia. I think that's another important aspect to make the students aware of, that aphasia doesn't affect just the person who has it. It affects everybody, and the spouses need support as well. Our students have sat in on and facilitated some of those sessions as well.  Some other opportunities our students have had are again related to assessment. We had our students go to the nursing lab, where they were doing simulations of assessments, and our students played people with aphasia. That was a lot of fun, and I tell you, it told me a lot about how much our students really understood about aphasia; it gave me some very good feedback as well. We've had a variety of different kinds of activities to educate other professionals about aphasia, to educate our students about the other professionals. So, it's been a lot of fun.  You asked about how the students responded to these activities, and an important component is the debriefing. After every activity, we always talk with the students about what they thought of the experience. They obviously they love the hands-on activities, they find those to be much more beneficial than the case studies and what have you. They've talked about how much they've learned about the patient; they're stunned often with the complexity of medical issues that the patients have, and it's sometimes led to new goals in our therapy sessions. We've had some goals where we would use aphasia friendly educational materials to inform the clients about their medications. We did roleplay scripts for community reentry, so that's been helpful for the students. It just increased their awareness overall. Their feedback was that it forces them to really look beyond just communication. And it also helped their interactions with the clients, kind of viewing them and accepting them as a real person, not just a client with a communication problem.  Janet: It sounds like such a rich experience for your students, when they're hearing it - the case studies, it's one thing to see those words on the piece of paper that says the patient has this diagnosis or has had that treatment, and then to see this person talk about, or try to talk about, whatever their concerns are, or their issues. I imagine the students must just be on one hand overwhelmed with everything, all the information that's coming to them, but very grateful for this experience, the whole interprofessional education experience,  Mary: They sometimes are overwhelmed, but I think the benefit outweighs the degree to which they're overwhelmed.  Janet: I'm sure that you can share stories of your own, thinking back to assure them that other people experience this, and you'll get better with time, and it will feel better and more natural in these kinds of conversations the longer you go in the career in the field of speech language pathology. Mary: I always tie in my personal experiences when I'm trying to explain one of these concepts. It does make it a bit more real to the students.  Janet: Well, that actually leads into my next question, Mary. You are, in addition to being the university faculty member, you are also a practicing clinician, and you use IPE and IPP in your work. How do you incorporate the ideas and the principles of IPP into your clinical activities, when you're in the inpatient medical settings, we'll talk about that setting for just a few minutes, the inpatient medical setting?  Mary: That's actually where I started my clinical career, in inpatient rehab, and it's always remained kind of dear to my heart, although it was very different back then, where patients would stay inpatient for three months. Two weeks they get now if they're lucky. In the inpatient situation it's a little bit easier to do collaboration because there usually are established team meetings. There are some requirements for accreditation related to collaboration. Though I have to say, that just having a group of individuals come together for a meeting doesn't necessarily include collaboration. I think it has to be approached very thoughtfully, in terms of what are we going to do to differentiate true interprofessional collaboration from just a multidisciplinary team? I think one of the main differences is truly staying focused on the patient and having more of a problem-based approach. We look at what are the issues with the patient and who needs to come together to address those issues. So, the collaboration is kind of built in through these regular team meetings.  In addition to that, though, I think the inpatient setting provides some unique opportunities. I've done a lot of co-treatment with PT and with OT. Just last week I was down in our makeshift apartment, it's actually a model of an apartment that has a bedroom, kitchen, everything, and I was working with OT. The OT was trying to help the individual manage with their one hand and also be conscious of the safety issues. The inpatient setting provides the opportunity for us to do some co-treatment as well. I've worked with PTs and OTs, trying to help the patient ambulate. We work on carryover of each other's techniques, and we educate each other about our own professions. Even at that level we have new OTS coming on the scene who had never worked with a person with aphasia. So, the co-treatments allow us to provide some of that education in a very naturalistic environment, which obviously is helpful to the patient. We also work together to figure out which discipline needs to address, what aspects of a problem. If a patient is having issues with problem solving, or flexibility, speech can address that, or OT can address that. So, we kind of work out who's going to do what, in a very non territorial way, which is fun.  One of my favorite projects that I did was a self-medication program. I work very closely with nursing to help educate the patient about their medications, what they're for, what the side effects are, what to do if there's a problem, and how to fill their med boxes. I took a lot of the information that the nurse was providing the client and incorporated that into my own therapy sessions in a much more aphasia friendly manner. It really is helpful in helping the individuals become a bit more independent. Anything that we can do to help increase their independence is so good for their psyche, for their motivation, and for their own self-worth. Not having to depend on a spouse to give them their meds is a big accomplishment. We also follow through on using techniques recommended by one profession in the other settings. So, I will make sure that I have patients positioned properly, when I'm working with them; I make sure that client has their communication book with them, or the OT would make sure the patient has the communication book when they're in the OT session. There's a lot of ongoing discussion about what we each need to be doing to help one another and help the patient.  Janet: That actually, it's both education and its practice, isn't it, because whatever you're learning and teaching new about aphasia in your classroom is also being shared, if you will, with your colleagues at the hospital, and they're teaching you, and you're doing it within the confines of the needs of a particular patient. So, I imagine that the interprofessional practice part, the education part of that, is just always there, is ongoing, and you don't make assumptions that the OT or PT automatically understand your goals in speech, nor do you automatically understand theirs for occupational or physical therapy. Mary: The education component really is carried on throughout, not with students, but as you said, with the other professionals. We're all always learning. I've been in this practice for more years than I care to count and I'm still learning things. That makes things fun and exciting and never boring.  Janet: When I think back, about the importance of LPAA and the importance of patient- centered care, when I think back on some of my practice 100 years ago, I wish I would have done things differently for patients. I could have been a much more effective clinician, but I wasn't thinking in that direction at that point in time. But I am now and I'm hoping that our listeners will also realize there's a lot out there that we can learn from, and we can impart to other professions as we all work to help patients. Mary: I cringe at some of the things that I did 30 years ago, but you live and learn. The end goal is always the same - we want to do what we can to help our patients. We want our patients to be able to lead fulfilling lives, how we get them there has changed, a little bit.  Janet: You've talked to us now about some of the activities you use when you educate students in IPE, and then you've talked about some of the things you do in Interprofessional Practice when you're in the inpatient setting. The third setting I would like to talk to you about is community aphasia groups and the outpatient setting. You may be the only speech-language pathologist on the staff, or you may not have access to other rehabilitation professionals in the outpatient setting like you do in the inpatient setting. How do you see IPE and IPP intersecting with the LPAA model in these clinical settings, either outpatient settings or community aphasia groups?  Mary: Personally, I don't work with community groups outside of the university and I think groups within a university are very different than groups in the community, you know, separate from an educational environment. I continue to work providing outpatient services to single individuals with aphasia, and without a doubt, thinking about collaboration requires more effort. Most of the time, the patients have already finished their OT and PT by the time they get to the Outpatient Center, at least where I am. I don't have those professionals nearby so collaborating would be difficult. But the thing is, even though they may have been dismissed from those other therapies, that doesn't mean that the patients don't still have needs, and their needs now might be very different than when they were discharged from the therapy, three months, or six months prior. I think we need to remain patient centered and always be thinking about, “What is this person doing? How fulfilled is this person? What are their goals?” The patient has been living with aphasia for a while now and so their needs have changed. They are, in my experience, branching out a whole lot more or wanting to branch out more so we have to know what their goals are for life participation, what is it they want to accomplish? Those goals may be completely unrelated to what I, as a speech-language pathologist, will be doing.  For example, one of my patients had always done knitting, she just loved to knit. She was lamenting that she wasn't able to knit for her new grandchild. I was asking her what was the main problem with it? Of course, she indicated her hand, she couldn't hold the knitting needles. I briefly talked with our OT in our clinic, and asked, “Would this be something that you think we should get another referral for? Is it something that you could really assist her with?” And the OT said, “Well, yeah, sure.” So, we did get a referral for her to get an OT eval, and the OT gave her a built-up knitting needle. I was familiar with them for pens, but I had never even thought of one on a needle. That enabled the patient to continue with her knitting. Granted, she was slower, and she might have missed a stitch or two, but she was so much happier that she was able to do that. And so, OT accomplished the goal of getting this patient back involved. I guess the moral of the story is, even if we're not directly working with the other professionals, they may be accessible, or we can get them re-involved, and so we need to keep an open mind about that, and not just think that, okay, they're done with PT, they're done with OT, because there definitely are things that can be done outside the realm of communication.  Having a good understanding of what our patients' skills are and what their challenges are, can also help us set realistic goals, help our patients set realistic goals. I remember working with a client a while ago who was living at home but needed assistance to get out of the house, to transfer into a car, and so on and so forth. I wasn't really even thinking about that, you know, the patient made it to my office, so I just kind of assumed that they could do whatever. The patient wanted to go back to going out to eat so we were working on scripts. I talked about this with the physical therapist as the patient was still receiving physical therapy. The physical therapist said to me that it's okay if she wants to work on that, but she's not going to be able to get into that restaurant, it's not accessible, physically accessible, and the patient has so much trouble getting out of her home into a car. The whole thing is very laborious and so the family doesn't really want to undertake that challenge at this point. They are willing to do it to get her to therapy, but the family isn't really ready to get her into the community yet. That just made me take a step back and think, “Well, duh! Yeah, of course!” I didn't have my goals aligned with what other professionals had for goals and what the patient had. Understanding more about our patients really can help us all, patient and professionals, align our goals, so that we can accomplish them in a more efficient manner. If a patient needs some therapy and isn't receiving it, we can always ask for referrals; they might be denied, but it doesn't mean we can't ask for them.  Janet: What you said made me think of a couple things. Something you said earlier that aphasia doesn't just affect the person with aphasia, it affects the family. So, when you're talking about setting goals, like your restaurant example, thinking about the PT goals, the OT goals, the family goals, the patient goals - maybe the patient's goal of wanting to be able to order in a restaurant could have been redirected to learn a script in preparation, maybe, for finding a restaurant script later on, but now, at this moment in time that isn't the best direction, as you said. So, it just makes me think really that aphasia is about the family, it is about more than just the person with aphasia.  Mary: Oh, absolutely. Patient-centered goals definitely are centered on what the patient wants, but I think have to be considered, along with what the family wants, and what's realistic. They're the ones that are existing together. They are the ones that are ultimately responsible for carrying out, or not carrying out, these different things. I think everybody needs to be on the same page. Janet: Something else you said also made me think - the knitting needle example. In addition to achieving a goal, or to listening to the patient, you're also modeling for the patient how to ask for something, or how to think about another referral, because a new set of skills has developed, or a new set of problems has developed, now that you're further along in the aphasia journey.  Mary: I think it's a part of our phase of therapy in general, I think increasing self- advocacy is a critical component, making them aware of what their rights are, and what they can be asking for and demanding. Then giving them the tools to do that is a major component of our therapy,  Janet: That is exactly what LPAA is, asking what it is the patient wants to do, looking around the environment, and asking how we can help the individual achieve those goals, and the family achieve the goals as well. So, your comments and ideas about IPE and IPP, I think are pretty exciting, Mary, I hear the excitement in your voice as you're talking. But I also think they're crucial to the way that we should be thinking about how to deliver rehabilitation services in the coming years and months ahead of us.  As we draw this Podversation to a close, what are the pearls of wisdom or lessons learned, that you would like to share with our listeners? And in particular, what practice suggestions might you offer to clinicians, as they try to incorporate principles of IPE and IPP into their own practices?  Mary: Well, I've certainly learned a lot. I've learned my lessons as I've moved through this journey. I do have fun with it, so it's always worth it. In terms of education, for educators and IPE, I think I would recommend starting small. Sometimes my excitement about IPE has led me to be a bit over ambitious, and that can get frustrating for me, it can get frustrating for my colleagues, and for my students. So, starting small I think, is a good place to start. We might set expectations that are not necessarily realistic for our particular environment or for a particular academic department. I think it's important to know that we can be effective with small changes, small changes in our curriculum, like incorporating the activities into the aphasia class. Another thing that has been helpful is finding a group of like-minded colleagues, because a lot of times many of these projects are carried out on our own time in the educational environment, so you have to be with others who are as excited about the project as you are to really make it work. I'd suggest getting involved with schoolwide Interprofessional Education efforts if they exist. If they don't exist, jump in and try to create them so that they can exist.  For clinicians, I think we have to practice what we preach - more follow through on the different principles that we're instilling in our students. I think as clinicians we have to stay patient-centered and think beyond just communication. Similar to what I mentioned for educators, start small. A meaningful change in the life of a person with aphasia doesn't necessarily require great amounts of time and effort. If we just think small, think of individual goals, little changes can have a big impact. Then finally, I would say, get to know your patient and be their advocate.  Janet: Those are good lessons for all of us and not always easy to do, but certainly worth the doing, I think.  This is Janet Patterson, and I'm speaking from the VA in Northern California, and along with Aphasia Access, I would like to thank my guest, Mary Purdy, for sharing her knowledge and experiences with us, as she continues her exciting and important work in IPE and IPP.  You can find references and links in the Show Notes from today's podcast interview with Mary Purdy at Aphasia Access under the resource tab on the homepage. On behalf of Aphasia Access, we thank you for listening to this episode of The Aphasia Access Conversations Podcast. For more information on Aphasia Access, and to access our growing library of materials, please go to www.aphasiaaccess.org. If you have an idea for a future podcast topic, please email us at info@aphasiaaccess.org. Thank you again for your ongoing support of Aphasia Access.  References  purdym1@southernct.edu  Purdy, M. H., Hindenlang, J.& Warner, H. L. (2017). "Interprofessional Education: Take the leap." Presentation to the AMERICAN speech-Language-Hearing Association, November 2017.  Gurevich, N., Osmelak, D.R. & Farris, C. (2020). Interprofessional education between speech pathology and nursing programs: A collaborative e-platform curriculum approach. Journal of Interprofessional Care, 34(4), 572-575. https://doi.org/10.1080/13561820.2019.1657815 

In this episode, we welcome Bronwyn Keefe (bronwyn@bu.edu), Research Assistant Professor at the School of Social Work, and Craig Slater (cslater@bu.edu), Clinical Assistant Professor and the Director for Interprofessional Education and Practice at Sargent College. Together with our moderator Karen Jacobs, Bronwyn and Craig developed the Interprofessional Leadership in Healthcare Online Certificate Program. They shared the serendipitous process of developing the program throughout COVID, and its next steps after a successful first cohort. About the Interprofessional Leadership in Healthcare Online Certificate Program: This five-month, fully online certificate program equips learners with the knowledge and skills to effectively lead inter-professional teams. Our program is designed for individuals with three or more years of professional experience in any health profession or setting, who lead, or aspire to lead, inter-professional teams. Learners participate in weekly live, online classrooms and engage with self-paced online learning modules featuring interactive exercises, videos, and journals. The online live classroom sessions use Project ECHO® to facilitate technology-enabled, peer-to-peer, collaborative learning, which adopts an ‘all teach, all learn' approach. This certificate program was developed through a partnership between Sargent College and BU School of Social Work, with support from BU Digital Learning and Innovation and the Office of Distance Education. The development process is described in the Q&A: Exploring Alumni Mentoring at BU. The moderator of the podcast is Dr. Karen Jacobs (kjacobs@bu.edu), who is the Associate Dean, Digital Learning and Innovation, a Clinical Professor and the Program Director for the on-line post-professional doctorate in the occupational therapy program at Sargent College. Marial Williams (marialw@bu.edu), a Boston University entry-level occupational therapy doctoral student, composed the music for the podcast.

For more information on Dr. Haru Okuda, visit https://camls-us.org/about/leadership/.  For more information on Dr. Elizabeth Harry, visit https://som.ucdenver.edu/Profiles/Faculty/Profile/21097 .Have questions, comments, or suggestions? Email us at ipep@usf.edu. For more information on USF Health, visit https://health.usf.edu/.

Hi friends, this is Dr. Michael Williams and welcome back to another episode of the diversify in path podcast. This podcast explores how investing in diversity can lead to a high return of investment in pathology and laboratory medicine by learning from the knowledge and experiences of diverse voices within our field.My next guest is Dana BakerDana Powell Baker is an Assistant Professor in the Department of Clinical Laboratory Sciences at the University of Kansas Medical Center. An ASCP-certified Medical Laboratory Scientist, her areas of expertise include: Immunohematology, Interprofessional Education, and Healthcare Simulation. In addition to her teaching responsibilities, she is an advocate for diversity, equity, and inclusion (DEI) in health science education.She is the incoming chair for the American Society for Clinical Pathology - Council of Laboratory Professionals and actively engaged with other professional organizations. Dana has been highlighted by other professional organizations, such as AABB and ASCLS, for her voluntary contributions in both service and leadership on various committees and task forces in promoting the clinical laboratory science professionTwitter: Dana Powell Baker (She/Her/Y'all)

The "Be Advised" team talks nursing in our latest episode.  Jeannette Pollatz,  director of Interprofessional Education at Mary Free Bed, joins the conversation to discuss nursing engagement and education. Nursing and nurse leadership is critical to any organization.  Patient satisfaction and outcomes are often directly impacted by nursing. Hospitals with poor nurse engagement and high nursing turnover tend to struggle with achieving satisfaction and outcome goals.  Building an environment where your nursing teams are engaged, valued and supported not only supports outcomes and patient safety, but creates a cohesive team culture. In this episode, Jeannette will share her perspective on how the needs of nursing education have changed over the last several years and how the recent COVID 19 pandemic has impacted the ability of some organizations to retain nurses.  

Haru Okuda, MD, FACEP, FSSHExecutive Director, Center of Advanced Medical Learning and Simulation Associate Vice President Interprofessional Education and PracticeChief Executive Officer, Health Professions Conferencing Corporation University of South Florida Health Dr. Okuda is the Executive Director and CEO of USF Health's Center for Advanced Medical Learning and Simulation (CAMLS), Health Professions Conferencing Corporation (HPCC). In this role, he has oversight of a 90,000 ft2 state of the art, advanced training facility, with the mission of creating and providing experiential learning that improves clinical skills and patient care in the community and around the globe. In addition to this role, Dr. Okuda also serves as USF Health's Associate Vice President of the Office of Interprofessional Education and Practice (https://health.usf.edu/ipep) focused on creating interprofessional learning opportunities from early healthcare training to clinical practice. He is Professor at the Morsani College of Medicine and practices clinically in the emergency department at Tampa General Hospital. Prior to coming to USF Health, Dr. Okuda was the national medical director for the Simulation Learning Education and Research Network (SimLEARN) where he established national strategy and business plans for simulation-based programs at more than 150 U.S. Department of Veteran Affairs' medical facilities. In addition to his role as national medical director of SimLEARN, Dr. Okuda served as the acting deputy chief of patient care services officer for the Veteran's Health Administration, where he was responsible for policy development and oversight of the national Office for Women's Health Care, Community and Preventative Health, Social Work and Pharmacy Benefits Management. Before joining the VA, he was assistant vice president and director of the Institute for Medical Simulation and Advanced Learning for the New York City Health and Hospitals Corporation, the largest public health system in the United States. Dr. Okuda received his Bachelor of Science degree in neuroscience from Brown University, his medical degree from New York Medical College, and his certificate in Healthcare Modeling and Simulation from the Naval Postgraduate School in California. He completed a residency in emergency medicine at the Icahn School of Medicine at Mount Sinai where he served as their chief resident, and then completed a clinical quality fellowship from the Greater New York Hospital Association.  He is a fellow of the American College of Emergency Physicians and an inaugural fellow of the Society for Simulation in Healthcare Academy. He has also served as a chair or member of several medical and simulation committees; and most recently serves as President for the Society for Simulation in Healthcare. He has co-authored numerous textbooks, peer-reviewed publications and textbook chapters.  Known for his passion for teaching, innovation and business, Dr. Okuda received the 2017 Distinguished Educator Award by the Society for Academic Emergency Medicine Simulation Academy for the creation of the simulation-based training program SimWARSTM; was named one of the top 25 Healthcare Leaders Under 40 by Becker's Hospital Review in 2012; was selected as one of 40 Under 40 New York's Rising Stars in Business by Crain's NY Business Magazine in 2011; and was awarded the 2017 Healthcare and Medicine Leader of the Year by i4 Business Magazine.

The crux of the UST/AHEC Scholars Program's mission is to provide health profession students with ways to practice interprofessional education — learning from, about, and with each other. This equips future clinicians with the tools to effectively collaborate in an interprofessional healthcare team and provide quality, patient centered care. This form of training is especially important for our vulnerable patients living in rural, urban, and underserved areas as they may present with complex histories falling out of any one scope of medical practice. In this episode we have UConn School of Pharmacy student Nick DeFilippo and UConn School of Dental Medicine student Tyler James interviewing Katie Merrick (4th year UConn School of Dental Medicine student gaining her dual degree in Public Health and Alum of UST/AHEC Scholars Program Cohort 11) and Moe Uddin (4th year UConn School of Medicine student and Alum UST/AHEC Scholars Program Cohort 11). This episode was edited by Graham McNeil.

Janelle Bludorn, PA-C, on working across disciplines and professions to improve performance under pressure.

 Co-host Tywauna Wilson sat down to talk with Lindsey Clark, MPH, MLS (ASCP) about Laboratory Professional Credentialing & The Importance of Forming a Professional Identity.Medical laboratory science is often referred to as the hidden profession. Many healthcare professionals working in the same hospital as laboratory professionals do not fully understand what we do, so can we really expect that from patients, the public, the media, and politicians? One major reason for the lack of understanding is the absence of a cohesive professional identity among laboratory professionals. Lindsey talks about how there are many credentialing agencies and job titles out there today, and discuss the importance of forming a more unified professional identity. Several national organizations are working towards more standardized certifications and job titles to help decrease confusion within and outside of the field. We ended the interview with detailing those efforts and making suggestions for how laboratory professionals can help promote and advocate for the profession no matter what their role.Guest Bio:Lindsey Clark is an Assistant Professor in the Department of Laboratory Sciences at UAMS in Little Rock, Arkansas. She teaches Current Topics in Medical Laboratory Sciences and Molecular Diagnostics to both traditional MLS and MLT-to-MLS distance students. Lindsey is heavily involved in Interprofessional Education at UAMS, where she advocates for laboratory science students and professionals to play a larger role in interprofessional teams. Her research interests include biological and laboratory safety, virtual reality training, and interprofessional education for lab science students. She also works to promote the profession on social media and you can find her on Twitter, Instagram, and Facebook under @LindseyInTheLab.Be a Supporter!Listen on Spotify, Apple Podcasts or your favorite podcast platformDon't forget to subscribe to the show on your phone, tablet or notebook so you never miss an episode!Be sure to leave a comment, and share with a fellow medical laboratory professionals!Be a Guest!If you have a leadership or laboratory message to share and would like to be a guest on the show, please reach out to us at elaboratetopics@directimpactbroadcasting.com, Direct Impact Broadcasting on Social Media, or complete the Guest Interest Form.  

In this episode co-host, Stephanie Whitehead, discusses solutions to the laboratory national workforce shortage with Jim Payne and Dana Powell Baker. Tune in as they discuss how current laboratory professionals can engage with local high schools and clinical laboratory programs to impactful and increase the laboratory workforce!Be sure to share this episode with a high school or CLS student in your local area!For more information on topics mentioned in this episode: Visit https://www.ascp.org/content/get-involved/ambassadors to learn more about the ASCP Career Ambassador program.  Visit http://whatsmynext.org/ to learn more about different laboratory career opportunities  Get a copy of the book “Some Leaders Wear Lab Coats: 7 Tips to Stand Out, Get promoted and Get Paid” (by Tywauna Wilson) to dive deeper into more tips on how to accelerate your career potential! Also, revisit episode 15 of this podcast, “Emerging Solutions and Opportunities for the Clinical Laboratory Workface” (featuring Dana Powell Baker) for more information on this topic.Special Guest Bio:Jim Payne is currently the Phlebotomy and Medical Laboratory Assistant program teacher at the WEMOCO Career and Technical Education Center in Spencerport, New York. He worked in two research laboratories at the University of Rochester after graduation with a biology degree from Stony Brook University. Over the last eight years, Jim has created a comprehensive and student employable laboratory science program. His program allows students to study for a career directly out of high school in a field with high demand or as the opportunity to explore a career that allows them to enter college with the experience and passion for a field that they know they will love to work in and be successful. Listeners can connect with Jim using his email, jpayne@monroe2boces.org, or on LinkedIn at https://www.linkedin.com/in/jamespayne4/. To learn more about his laboratory program, please visit: https://www.monroe2boces.org/WEMOCO.aspxDana Powell Baker is a Clinical Assistant Professor in the Department of Clinical Laboratory Sciences – School of Health Professions. As an ASCP-certified Medical Laboratory Scientist, Ms. Baker's areas of expertise include the following: Infectious Disease Testing, Immunohematology, Learning and Development, Interprofessional Education, and Healthcare Simulation. Ms. Baker has been highlighted by other professional organizations, such as AABB and ASCLS, for her voluntary contributions in both service and leadership on various committees and task forces in promoting the clinical laboratory science profession. Currently, Ms. Baker serves on the ASCP Council of Laboratory Professionals and actively engages in the mentorship of emerging laboratory professionals. Regionally, Dana is an active member of the Heart of America Association for Blood Banks (HAABB) and the Kansas City Regional Simulation Alliance (KCRSA) while serving as a Representative-at-Large for ASCLS-Kansas. Listeners can reach out to Dana Powell Baker on Twitter, instagram, Linkedin or at dbaker15@kumc.eduBe a Supporter!Listen on Spotify, Apple Podcast or your favorite podcast platformDon't forget to subscribe to the show on your phone, tablet or notebook so you never miss an episode!Be sure to leave a comment, and share with a fellow medical laboratory professionals!Be a Guest!If you have a leadership or laboratory message to share and would like to be a guest on the show, please reach out to us at elaboratetopics@directimpactbroadcasting.com or Direct Impact Broadcasting on Social Media.

Jennifer Swails, MD, is an Associate Professor in the Department of Medicine, the Co-Director of Interprofessional Education, and Program Director of the internal medicine residency program at McGovern Medical School at the University of Texas Health Science Center at Houston. Dr. Swails received her bachelor's degree in biology from Davidson College, and her M.D. from Weill Cornell. She then completed residency training in internal medicine and primary care at Brigham and Women's Hospital and joined the faculty at UT Houston in 2012. Dr. Swails has received numerous awards for teaching and patient care, including the Leonard Tow Humanism in Medicine Award, the Dupont Master Clinical Teaching Award, and the John P. McGovern Outstanding Teaching Award. Often in Dr. Jennifer Swails' career, she struggled with feeling like she had to choose between being smart or likeable. Today, we learn that it's okay to be both. It works to our benefit to express when we're facing difficulty, and we need to be honest when life gets complicated. Dr. Swails' best advice for students and residents is to be honest when we need help. She advises us to look for the mentors who will provide a safe space for us to express our concerns and struggles. And in the end, it's that honesty and vulnerability that will lead to a greater reward. Pearls of Wisdom: 1. As Glennon Doyle stated: Disappoint everyone in the world, but not yourself. When we're honest with ourselves, we may take the risk of disappointing a few other people—but it's important not to let ourselves down. 2. Lower the stakes when it comes to mentorships: It's not always so formal. Ask a mentor if you can simply shadow them for a few hours, or talk to them about what they do. It will go a long way and make a big impact on you. 3. Have an attitude of resiliency throughout your career. The key qualities of a great residence are having a deep sense of purpose.

Dana Bostic is a Clinical Assistant Professor in the Department of Clinical Laboratory Sciences – School of Health Professions. As an ASCP-certified Medical Laboratory Scientist, Ms. Bostic's areas of expertise include the following: Infectious Disease Testing, Immunohematology, Learning and Development, Interprofessional Education, and Healthcare Simulation. She has become increasingly involved with supporting diversity, equity and inclusion initiatives. Ms. Bostic has been highlighted by other professional organizations, such as AABB and ASCLS, for her voluntary contributions in both service and leadership on various committees and task forces in promoting the clinical laboratory science profession. Currently, Ms. Bostic serves on the ASCP Council of Laboratory Professionals and actively engages in the mentorship of emerging laboratory professionals. Regionally, Dana is an active member of the Heart of America Association for Blood Banks (HAABB) and the Kansas City Regional Simulation Alliance (KCRSA) while serving as a Representative-at-Large for ASCLS-Kansas. Ms. Bostic earned her Bachelor of Science degree in Medical Technology from Georgia Southern University. In 2012, she completed a master's degree in Business Administration with an emphasis in Human Resource Management. Subsequently, Ms. Bostic obtained a Master of Science degree in Healthcare Simulation from the University of San Francisco. She is currently pursuing her Doctor of Education degree in Curriculum & Instruction.Listeners can reach out to Dana Bostic on Twitter, Facebook, Linkedin or at bosticdana@gmail.com.Key takeaways from this show:Salary, work environment and the lack of opportunity for advancement are just a few layers that are contributing to the larger problem of a weakened clinical laboratory workforce. Tune into this episode as Dana Bostic elaborates on strategies to retain long-term employees in our profession.    If you are a laboratory professional seeking guidance during this challenging time in healthcare or if you are just looking for advice on the next phase of your laboratory career – this podcast is for you! Also, revisit episode 10 of this podcast, “Should You Pursue an Advance Degree or Certification”, for more information on how to take your laboratory career to the next level! Be a Supporter! Listen on Spotify, Apple Podcast or your favorite podcast platformDon't forget to subscribe to the show on your phone, tablet or notebook so you never miss an episode! Be sure to leave a comment, and share with a fellow medical laboratory professionals!Be a Guest!If you have a leadership or laboratory message to share and would like to be a guest on the show, please reach out to us at elaboratetopics@directimpactbroadcasting.com or Direct Impact Broadcasting on Social Media.

Dr. Pinelopi Xenoudi is Professor of Periodontics and Director of the Postgraduate Program in Periodontics in the Division of Periodontology, Department of Orofacial Sciences at the University of California, San Francisco. She graduated from the University of Athens, Dental School with the Degree of Dental Surgeon in 2003. The following year she was accepted to Louisiana State University where she completed a dual certificate/degree program in Periodontics and Master in Oral Biology. She achieved the Diplomate Status of the American Board of Periodontology in 2008. Since 2015 she has been participating in Interprofessional Education collaborating with the UCSF schools of Medicine and Nursing, focusing on teaching effective communication skills, creating team-based protocols and procedures, and overcoming educational barriers. In 2017 she become a member of the Academy of Medical Educators. She has published in several peered reviewed journals.

Welcome back to PT MEAL Physical Therapy Podcast. A potluck of insights and information from Pinoy physical therapists for Pinoy physical therapists. Our guest today is Catherine Joy Escuadra, a physical therapist with a Master's degree in Health Professions Education. She is currently affiliated with the University of Santo Tomas College of Rehabilitation Sciences, teaching courses for the Physical Therapy, Occupational Therapy, Speech Language Pathology, and Sports Science departments. She is currently an officer of Philippine Physical Therapy Association, and a member in the programme committee of the World Confederation for Physical Therapy (WCPT) Congress 2021. She has countless published researches and speaking engagements regarding ethics, research, teaching, and evidence-based practice. In this episode, she talks about her passion for research, her own teaching methods, and the concept of Interprofessional Education and Collaboration. So pull up a chair, let's take a listen… --- Support this podcast: https://anchor.fm/ptmealpodcast/support

Janet Southerland, DDS, MPH, PhD is Vice President of Interprofessional Education, Institutional Effectiveness, and Health Education Center at the University of Texas Medical Branch in Galveston, Texas. In this episode, Dr. Southerland explores how integral the power of community was in her trajectory toward leadership, and discusses her current work in interprofessional education as a dentist and a public health researcher.

Dr. Carol Aschenbrener joined the Association of American Medical Colleges (AAMC) in April 2004 after nearly 30 years as a medical school faculty member and administrator. She has served as Executive Vice President and Chief Strategy Officer, focusing on the implementation of the AAMC's strategic priorities and alignment of resources to ensure internal coordination of AAMC programs. In 2011 she assumed oversight of Medical Education, which spans the continuum of physician education and includes Interprofessional Education, MedEdPORTAL and a series of initiatives aimed at leveraging integration of a competency-based framework for the continuum of  formation of physicians. She has extensive executive experience including nine years in various Dean's Office positions at The University of Iowa College of Medicine and four years as Chancellor of the University of Nebraska Medical Center. She is the first woman ever to head the medical center at a public educational institution. In this interview, Dr. Aschenbrener provides insights into several issues at the core of physician education and workforce discussions, as well as on other relevant topics including the aging population and the ACA.