Podcasts about Interprofessional education

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).

Medical Educatalks is a podcast created by the Developing Medical Educators Group (DMEG) at the Academy of Medical Educators. In this episode we're in conversation with Professor Liz Anderson, Professor of Interprofessional Education and lead for patient safety at Leicester medical school, and joint chair of the Centre for the Advancement of Interprofessional Education, to discuss interprofessional education. If you have any questions, comments or suggestions for the topic of future episodes please get in touch. To find out more about the Developing Medical Educators Group, check out our website: DMEG (medicaleducators.org)

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.

In this episode of the AAL Leadcast, we catch up with Dr. Lucinda Maine as she previews this year's Interprofessional Leadership Development Program and its timely theme of Interprofessional Education for Collaborative Practice: Bridging the Gaps. Dr. Maine discusses how collaborative practice has been shown to improve both outcomes and clinician satisfaction with work environment while reducing costs.

In this episode, we interview Dr. Alan Dow, the Seymour and Ruth Perlin Professor of Medicine and Health Administration, Assistant Vice President of Health Sciences for Interprofessional Education and Collaborative Care at VCU, and Interim Chair of the Division of Hospital Medicine at VCU Health. We discuss the ethical challenges and complexities associated with working in a large healthcare team to drive patient-directed care, and the importance of using key concepts in interprofessionalism to help address these issues. We also talk about the challenges of implementing interprofessionalism practices at the individual and institutional level, and how to integrate these practices into the hospital workflow.

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/.

This podcast is entitled Interprofessional education and interprofessional collaborative with dr. Rizky Loviana Roza from ALURA (Alumni Pencerah Nusantara) Interprofessional education (IPE) is a learning model of two or more health students who study together to create effective collaboration. Meanwhile, Interprofessional Collaborative (IPC) is a form of collaboration between health professions to provide quality services to patients. The application of the IPE and IPC systems is very important to be implemented in order to create a better medical and public health system. For that, to understand more, let's listen to the following podcast.

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.

Timestamps:00:00 Intro01:05 From your perspective, why is interprofessional education an important for us clinicians, lab medicine colleagues, and students?04:18 What are a few of those key lessons that you've learned about how to do this interprofessional education?07:15 How do you think we make it a meaningful experience for the students? 10:37 What sort of approach do you take to feedback, to get that feedback that's really going to help you meaningfully iterate in a positive way?13:47 Do you have any advice for people out there who have difficulty with the less frequent, yet important things, how can we still keep forward movement on those?15:52 Do you have any broad thoughts about how social media may, or may not, have a role in interprofessional education?19:28 What would be a good call to action, next step for listeners to look at in the next couple of weeks?23:03 Outro

In the latest in our professional collaboration series, we're joined with Dr. Michael Roberts, occupational therapist extrordinaire, to get to the bottom of the BCBA-OT practitioner divide. We have an illuminating time reviewing where BCBA's misunderstand OTs, OTs misunderstand BCBAs, and how much common ground both fields actually have. Guess you'll be the judge if this episode turned out to be our Kumbaya moment or not. This episode is available for 1.0 LEARNING CEU. Articles discussed this episode: Whiting, C.C. & Muirhead, K. (2019). Interprofessional collaborative practice between occupational therapists and behavior analysts for children with autism.  Journal of Occupational Therapy, Schools, & Early Intervention, 12, 466-475.  doi: 10.1080/19411243.2019.1672603 Gasiewski, K., Weiss, M.J., Leaf, J.B., & Labowitz, J. (2021). Collaboration between behavior analysis and occupational therapists in autism service provision: Bridging the gap.  Behavior Analysis in Practice, 14, 1209-1222.  doi: 10.1007/s40617-021-00619-y White, H., Stokes, T.F., Simons, E., Longerbeam, M., Richardson, E., & Zinn, T. (2018). Interprofessional practice for simultaneous implementation of merged techniques from three disciplines: OT SLP ABA.  Journal of Interprofessional Education and Practice, 12, 1-7.  doi: 10.1016/j.xjep.2018.04.001 Welch, C.D. & Polatajko, H.J. (2016). Applied behavior analysis, autism, and occupational therapy: A search for understanding. The America Journal of Occupational Therapy, 70, 1-5. doi: 10.5014/ajot.2016.018689 If you're interested in ordering CEs for listening to this episode, click here to go to the store page. You'll need to enter your name, BCBA #, and the two episode secret code words to complete the purchase. Email us at abainsidetrack@gmail.com for further assistance.

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.

We're in for a blizzard of content this December as we release 7 whole episodes (counting this one). On the free feed we've got Dr. Dave Palmer talking about memory, Dr. Michael Roberts talking about collaborating with occupational therapists, some hot takes on self-control research, and a year-end wrap up bonus with our podcast pal, Matt Cicoria from Behavioral Observations. And if you haven't joined us on Patreon, you'll be missing our “Nudge” Book Club as well as our first ever LIVE podcast taping on the subject of behavioral cusps. The presents this year are all for you! Articles for December 2021 Memory w/ Dr. David Palmer Palmer, D.C. (1991). A behavioral interpretation of memory. In L.J. Hayes & P.N. Chase (Eds.). Dialogues on verbal behavior (pp. 261-279). Reno, NV: Context Press. Professional Collaboration (OT Edition) w/ Dr. Michael Roberts Whiting, C.C. & Muirhead, K. (2019). Interprofessional collaborative practice between occupational therapists and behavior analysts for children with autism. Journal of Occupational Therapy, Schools, & Early Intervention, 12, 466-475. doi: 10.1080/19411243.2019.1672603 Gasiewski, K., Weiss, M.J., Leaf, J.B., & Labowitz, J. (2021). Collaboration between behavior analysis and occupational therapists in autism service provision: Bridging the gap. Behavior Analysis in Practice, 14, 1209-1222. doi: 10.1007/s40617-021-00619-y White, H., Stokes, T.F., Simons, E., Longerbeam, M., Richardson, E., & Zinn, T. (2018). Interprofessional practice for simultaneous implementation of merged techniques from three disciplines: OT SLP ABA. Journal of Interprofessional Education and Practice, 12, 1-7. doi: 10.1016/j.xjep.2018.04.001 Welch, C.D. & Polatajko, H.J. (2016). Applied behavior analysis, autism, and occupational therapy: A search for understanding. The America Journal of Occupational Therapy, 70, 1-5. doi: 10.5014/ajot.2016.018689 Self-Control Schweitzer, J.B. & Suzler-Azaroff, B. (1988). Self-control: Teaching tolerance for delay in impulsive children. Journal of the Experimental Analysis of Behavior, 50, 173-186. doi: 10.1901/jeab.1988.50-173 Dixon, M.R., & Holcomb, S. (2000). Teaching self-control to small groups of dually diagnosed adults. Journal of Applied Behavior Analysis, 33, 611-614. doi: 10.1901/jaba.2000.33-611 Kidd, C., Palmeri, H., & Aslin, R.N. (2013). Rational snacking: Young children's decision-making on the marshmallow task is moderated by beliefs about environmental reliability. Cognition, 126, 109-114. doi: 10.1016/j.cognition.2012.08.004 Watts, T.W., Duncan, D.J., & Quan, H. (2018). Revisiting the marshmallow test: A conceptual replication investigating links between early delay of gratification and later outcomes. Psychological Science, 29, 1159-1177. doi: 10.1177/0956797618761661 Anzman-Frasca, S., Singh, A., Curry, D., Tauriello, S., Epstein, L.H., Faith, M.S., Reardon, K., & Paper, D. (2020). Frontiers in Psychology, 11, 1-11. doi: 10.3389/fpsyg.2020.581025

We are joined by Dr. Carmen Morano of UAlbany's School of Social Welfare and Dr. Tomoko Udo of UAlbany's School of Public Health. Both Dr. Morano and Dr. Udo are involved as researchers in a new Albany County pilot program, Albany County Crisis Officials Responding and Diverting (ACCORD). The program teams up social workers and paramedics to provide assistance in emergencies where a law enforcement presence is not necessary. Bios: Dr. Carmen Morano is a Professor and Doctoral Program Director at the School of Social Welfare. In addition to being a John A. Hartford Faculty Scholar, Carmen has served as Member and Chair of the HRSA Advisory Committee on Interdisciplinary Community Based Linkages and as the Managing Editor of The Journal of Gerontological Social Work. Carmen's research focuses primarily in the areas of Gerontology and Interprofessional Collaboration and Education. He is the PI for several community-based program evaluation projects in Dementia caregiver programming, a multidisciplinary team response to Elder Abuse, and a number of community-based transitional care coordination programs targeting high risk adults. Carmen recently served as Co-Investigator for the Geriatric Emergency Care Applied Research Network. Along with Dr. Tomoko Udo, Carmen is evaluating the Albany County Crisis Officials Responding and Diverting Program (ACCORD). Dr. Morano frequently presents at national and international conferences and has been recognized for developing and providing interprofessional education and collaboration training. Dr. Morano's edited text, Social Work Perspectives on Interprofessional Education and Collaboration is published by NASW Press.Dr. Tomoko Udo is Associate Professor at Department of Health Policy, Management, and Behavior, School of Public Health. She has also been serving as a Health Policy Advisor for COVID for the University since Spring 2020. Her research focuses on identifying ways to improve health care for individuals with various behavioral health issues, including substance use disorder. Her work has been supported by funding agencies such as New York State Department of Health, CDC, NIDA, National Office of Drug Control Policy, and New York State Health Foundation. She also works as an evaluation consultant for the High Intensity Drug Trafficking Area. Along with Dr. Morano, she leads the project to evaluate the Albany County Crisis Officials Responding and Diverting program.

On October 12 2021, Emily and Jennifer moderated an online presentation featuring Paula Rowland. Paula was a guest way back in Season One, discussing a paper she co-authored with Arno Kumagai, called Dilemmas of Representation. We wanted to post the session here because it revisits and also builds on the themes in the original paper. This presentation was part of a series called Best Practice in Education Rounds, co-sponsored through the Center for Faculty Development, The Wilson Centre, and the Centre for Interprofessional Education at the University of Toronto.  [download transcript] Webinar: Youtube video of this presentation Guests: Paula Rowland on Twitter Paula's previous podcast episode Links to the organizers: Centre for Faculty Development The Wilson Centre Centre for Interprofessional Education at the University of Toronto  

"This volume presents a systematic review of interprofessional education in health and social care. This is accompanied by a wider-ranging critique of interprofessional education, grounded by experience, and informed by sources beyond the evaluations that qualified for inclusion in the review. Synthesising the evidence base for interprofessional education nevertheless remains central, with 353 studies surveyed in the first instance, from which 107 studies form the basis for the final analysis. The book does much more than amass evidence. It revisits conventional wisdom; setting an agenda to help interested parties perform better by applying lessons learned, remedying weaknesses and renewing efforts to address unanswered questions. The first three chapters set the scene for the systematic review and its findings. The middle section of the book articulates the findings of the review. Finally, the closing chapters consider values and attitudes, theoretical perspectives and offer conclusions. Arguments, assumptions and evidence in this publication are presented to inform policy making, programme planning, teaching and research." (For Educational and inspirational materials).

Dr. Perry Marshall D.O. is an emergency medicine physician. He completed medical school, his internship, and his residency all at Midwestern University Chicago College of Osteopathic Medicine. As a member of the Health Professions Scholarship Program with the Navy, Dr. Marshall served a three-year tour in Hawaii as a general medical officer in between his intern year and residency. He is now a professor and Associate Dean of Interprofessional Education at his alma mater, CCOM. Today, he will share with you his passion for teaching and mentoring future physicians. We hope you enjoy this episode.  

In this podcast episode of Educator Essentials, we invite Dr. Timothy Brown to discuss ways that faculty and preceptors can incorporate LGBTQ+ health education. Dr. Tim Brown is the Director of Interprofessional Education for the University of Georgia's (UGA) College of Pharmacy and a Professor in Pharmacology and Toxicology for Augusta University Medical College of Georgia and UGA Partnership, participating in the education of student pharmacists and student physicians. Are you inspired by this podcast? If you have additional ideas, curricular programs, and other initiatives relevant to diversity, equity, and inclusion in education, please consider submitting your proposal through this survey. 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.  

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.

In this episode we talk with Dr. Andrea Pfeifle, about the history and future of interprofessional education (IPE) and collaborative practice (IPCP), her experiences as a leader in today’s environments, and some of the barriers that have inhibited progress.Andrea shares her interprofessional journey and a little of how a special relationship with a young boy and his family ignited her love affair with interprofessional collaboration.  She also tells how an invitation, from the Dean of Medicine at University of Kentucky, to lead an interprofessional education initiative at the university launched her interprofessional leadership career and changed her life forever. In the interview Andrea shares her perspective on how IPE and IPCP have advanced in the last ten years.  Some examples she shares are the transformation of health professions education, the development and dissemination of interprofessional collaborative practice competencies, expansion of IPE across universities and colleges, and the establishment of the National Center of Interprofessional Practice and Education.When it comes to factors that have helped foster IPE and IPCP over the years Andrea, shares with our listeners she feels there is a sense intuitively that it’s the “right thing to do” and it “feels right”, which makes it easier to engage people as champions.  Many key stakeholders and groups have engaged in the effort in the last ten years and some key publications have also contributed to making it happen as well.  There have been some barriers along the way, too!  Andrea talks about some of the barriers including the implicit bias that lies beneath the healthcare system and shapes the models of care, decisions, reimbursement, and structure of healthcare. Another significant challenge Andrea mentions is scalability.We discuss the need for simultaneous action to move IPE and IPCP forward and the importance of having infrastructures, education and practice partnerships, and outcome measurement.At the close of the interview Andrea shares her hope over the next 10 years is that integrated team practice is the standard and it’s designed with patients, families, and learners.This interview includes a remarkable synthesis of the efforts and actions taken to advance IPE and IPCP and is full of important information describing the current state.  If you’re interested in IPE and IPCP you will want to stop what you are doing and listen now!For full show notes and links, visit:https://www.missinglogic.com/new-podcastTo get our FREE perspective paper, The Three Biggest Mistakes Healthcare Leaders Make When Trying to Achieve Work Life Balance  Click Here now!We would love to have you contribute to this podcast by submitting a question that we can feature in a future episode.  All you must do is email your question to  questions@missinglogic.com If you found value in this episode, please leave us a review on Apple Podcasts!

In this podcast, we chat with Jessica Skelley, Pharm.D., BCACP, Associate Professor at Samford University McWhorter School of Pharmacy about ways to define learner roles within the interprofessional learning environment and ensure that pharmacy students and residents are afforded learning opportunities to maximize their growth and role within the healthcare team. 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.

We've reached episode 30 of the podcast!In the fifth episode of 2021 you'll hear about narrative theory, interprofessional education, and NACADA's virtual conferences. In this episode you’ll hear interviews with (in order of appearance):Charlie Nutt - Executive Director at NACADA, The Global Community for Academic AdvisingShantalea Johns - Director of Continuing and Interprofessional Education at Wayne State UniversityPeter Hagen - Associate Dean of General Studies and Director of the Center for Academic Advising at Stockton UniversityWe love to hear from listeners. What did you enjoy? Are there improvements we could make? Are there specific topics you’d like us to cover, or people you’d like us to interview?The Twitter, Instagram and Facebook handle for the podcast is @AdvisingPodcastYou can find Colum and Matt on Linkedin:Colum - https://www.linkedin.com/in/colum-cronin/Matt - https://www.linkedin.com/in/matt-markin/Colum is also on Twitter: @ColumFromCork

Today’s guests are Dr. Rachel Salas and MS3 Kori Porosnicu Rodriguez. You can find them on Twitter @RachelSalasMD and @KoriPoRodri Dr. Salas is a Professor in the Department of Neurology at Johns Hopkins Medicine with a joint appointment in the School of Nursing. She is the Director of the Neurology Clerkship. She earned her medical degree at the University of Texas Medical Branch at Galveston where she also completed her internship and residency. After her chief year, she came to Baltimore to complete her 2-year sleep medicine fellowship. In 2018, she earned a Master of Medical Education at the Johns Hopkins School of Education. Dr. Salas is an executive member of the Alliance for Clinical Education. She is also the founder and Co-Director of the Osler Apprenticeship Program (in Neurology), a medical education research program for senior medical students and the PreDoc Program, a premedical college program. Dr. Salas is a certified strengths coach and uses a strength-based approach and coaching to connect to, support, and develop those involved with her educational mission and in her clinical practice. She is the director of the Interprofessional Education and Collaborative Practice for the School of Medicine at Johns Hopkins. Nationally, she is a Co-Director for Interprofessional Teaming for the High Value Practice Academic Alliance where she works to promote teamwork through a strengths-based approach. Dr. Salas is a 2019-21 Josiah Macy Scholar and was selected as one of the 2019-20 AMA Health Systems Science Scholars. In the wake of COVID-19, the Johns Hopkins (JH) Neurology Education Team, composed of educators and senior medical students, designed a two-week virtual elective titled “Virtual Patient Rounds in Neurology.” The goal was to provide students with a practice-based approach to learning telemedicine, while offering a robust virtual Neurology lecture series (JHNeuroChats) during a time when clerkships were cancelled. Global medical education leaders were invited as “Virtual Visiting Professors” to present live one-hour JHNeuroChats, with topics ranging from neurological disorders to interprofessional collaborative care and health systems science (HSS). Sections from this episode include: Embracing telemedicine and translating exams for telemedicine visits Developing the “Virtual Clinical Elective in Equitable Healthcare” and how it incorporated Health Systems Science Using medical devices for research With support from Elsevier, and produced in collaboration with the American Medical Association, the HSS series seeks to broaden students’ understanding of the nature of medicine, medical education, and what separates them from other human endeavors. Medicine is not a “pure science,” a kind of “applied biology.” Rather, it is fundamentally an art that uses science. As a discipline, Health Systems Science considers those ideas and concepts which are integral to medicine as a profession but don’t fall under the domain of the clinical or basic sciences. The National Board of Medical Examiners includes HSS topics in its USMLE Content Outline and even offers a dedicated Health Systems Science subject examination. Each episode of this series will include on-the-go learning with practice exam questions explained by expert guests.  This series is sponsored by Panacea Financial: Banking Built for Doctors, by Doctors. ITB and Panacea share a common goal which is to make med school better. Panacea Financial is designed to handle the unique situation of medical students. We hope you will check them out to see how they can make your life easier. Learn more about the series and view the content outline on the ITB website. https://insidetheboards.com/Health-Systems-Science/. You can also listen to episodes in the ITB app organized into an HSS Playlist.

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.

Diabetes Core Update: Therapeutic Inertia Part 3 – November 2020 In this third episode of a three-part series on “Disrupting Therapeutic Inertia in Diabetes Management,” we discuss practical advice about how to combat therapeutic inertia in the office with four clinical experts.  This special three-part series on therapeutic inertia is supported by independent educational grant from Sanofi (https://www.sanofi.com). For more information about each of ADA’s science and medical journals, please visit www.diabetesjournals.org. Presented by: Neil Skolnik, M.D., Professor of Family and Community Medicine, Sidney Kimmel Medical College, Thomas Jefferson University; Associate Director, Family Medicine Residency Program, Abington Jefferson Health Eric Johnson, M.D., Professor and Director of Interprofessional Education, Office of Interprofessional Education, Department of Education Resources, School of Medicine and Health Sciences, Grand Forks, ND; Chair-Primary Care Advisory Group, American Diabetes Association William H. Polonsky, PhD, CDCES , President - Behavioral Diabetes Institute,  Associate Clinical Professor,  University of California, San Diego Pam Kushner, M.D. , Clinical Professor of Family Medicine, University of California at Irvine. Steve Edelman, M.D. , Professor of Medicine at the University of California, San Diego  and Founder of “Taking control of Your Diabetes”.

Rachel Salas, MD, MEd, FAAN, joins us on the Faculty Factory Podcast this week to discuss strength-based psychology. Dr. Salas is Associate Professor of Neurology and Nursing at Johns Hopkins Medicine in Baltimore. She also serves as Director, Interprofessional Education and Interprofessional Collaborative Practice with Johns Hopkins and Director of the Neurology Clerkship.

Healthcare Superteams explores how to reinvent and reimagine team-based care with expert insight and best practices from interprofessional leaders and team scientists to transform the future of health. By leveraging our many collective strengths, we can provide the best outcomes and make life better for patients and communities. The future of health care depends not only on highly skilled and passionate providers and clinicians but also on their ability and willingness to collaborate across their professions. This transformation begins with one commitment: interprofessional education and practice. The idea that seamless communication and high-functioning teamwork between health care professionals will improve patient safety, patient and provider satisfaction, health outcomes, and reduce health costs. We don't need superpowers to transform health care. We need super healthcare teams. Healthcare Superteams is presented by the USF Health Office of Interprofessional Education and Practice and is hosted by its Assistant Vice President, Dr. Haru Okuda.

Today’s guest on the Faculty Factory podcast is Wendy Ward, PhD, ABPP, FAPA. She joins us for an important discussion about interprofessional education. Dr. Ward serves as Director of Interprofessional Faculty Development at University of Arkansas for Medical Sciences (UAMS).  She is also Associate Director of Professional Wellness, a clinical psychologist and Professor in the Department of Pediatrics at UAMS.

ScopeMD is celebrating Women in Medicine Month by exploring the lives of female physicians and nurses in the late 1950's and early 1960's, a time period highlighted in the Emmy award winning show, The Marvelous Mrs. Maisel.Dr. Dominique Tobbell, Associate Professor and Director of the Program in the History of Medicine at the University of Minnesota, outlines the challenges and opportunities of female physician and female nurse in the late 1950's and 1960's. Learn how these amazing women helped to pave the way for current and future women in healthcare.Dr. Tobbell's publications (selected listing)Health Informatics at Minnesota: The First FiftyYears (Minneapolis: Tasora Books, 2015). Pills, Power, and Policy: The Struggle for Drug Reform in Cold War America and its Consequences (University of California Press/Milbank Series on Health and the Public, 2012). Nursing’s Boundary Work: Theory Development and the Making of Nursing Science, 1950-1980. Nursing Research (2018) 67(2): 63-73. “Clinical Pharmacy: An Example of Interprofessional Education in the Late 1960s and 1970s.” Nursing History Review (2016) 24: 98-102. Coming to Grips with the Nursing Question: The Politics of Nursing Education Reform in 1960s’ America.” Nursing History Review (2014) 22: 37-60.Plow, Town, and Gown: The Politics of Family Practice in 1960s’ America. Bulletin of the History of Medicine (2013) 87(4): 648-680.

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.

Are fall prevention programs helping our patients? Should patients receive outpatient PT based on clinical diagnosis? How has the landscape changed because of insurance reimbursement? Show note, Transcript and References: https://www.coreimpodcast.com/2020/08/05/physical-therapi…education-series/ Get CME-MOC credit with ACP: https://www.acponline.org/cme-moc/cme/internal-medicine-podcasts/core-im Time Stamps: 01:47 Functional Assessment 07:47 Documentation 14:35 Outpatient PT 18:14 Durable Medical Equipment 22:55 Reimbursement Tags: Core IM, IM Core, physical therapy, durable medical equipment, IPE, multidisciplinary team, interdisciplinary

Sickle Cell Podcast Series Our guest today is: Cynthia R. Hall, Pharm.D., JD Director of Experiential Programs Center for Interprofessional Education, Law, and Health Ethics  In most Pharmacy curriculums, sickle cell disease is mentioned maybe once or twice (or not even at all). This makes sense when you consider the number of more prevalent disease states (diabetes, hypertension, dyslipidemia, etc...) that we have to learn about in a mere 4 years. For most pharmacists, encounters with sickle cell disease are few and far between. However, if you work in a city (particularly if it's an international hub such as DC or New York), you will encounter sickle cell somewhat regularly. On top of that, if you have any interest in heme/onc or pediatrics, sickle cell disease is something you will need to know.  RESOURCES by Pharmacists on SICKLE CELL: READ TLDR Pharmacy Blog The Pharmacist's Guide to Sickle Cell Disease https://www.tldrpharmacy.com/content/the-pharmacists-guide-to-sickle-cell-disease  William Amarquaye, PharmD  Clinical Pharmacist at Brandon Regional Hospital Ghanaboy. PharmD https://www.youtube.com/c/GhanaboyPharmD/videos 

In each educational encounter, the culture of the individual, instructor, group, institution and the patient scenario all play a role. In this podcast, Amar Patel reconnects with Janice Palaganas, PhD, RN, NP, ANEF, FNAP, FAAN, FSSH, who completed a study on cultural considerations in debriefing with Drs. Kim Leighton and Albert Chan and shares some of their initial findings. She is Chief Executive Officer of The Institute for Interprofessional Innovations, Associate Director of Healthcare Professions Education at the MGH Institute of Health Professions in Boston, where they have launched the first PhD in Health Professions Education with a focus on Simulation and another in Interprofessional Education. She also is Principal Faculty at the Center for Medical Simulation and faculty for Harvard Medical School.

In this episode we discuss Dr. Rebecca Sternschein's letter to the editor "Nursing a Healthy Balance in Medical Education: A Case for Interprofessional Education" published in Academic Medicine. Dr. Sternschein outlines her own experiences of learning from the different healthcare teams around her and how to foster those relationships in all medical education.

Guest: Sari Risen, M.A., CCC-SLP, Reg. CASLPO, BCBA - In this episode Michelle is joined by Sari Risen, M.A., CCC-SLP, Reg. CASLPO, BCBA, from Toronto, Canada, and they tackle the complicated topic of ABA Therapy and Speech Therapy…within the framework of the fields working collaboratively! Join the ladies as Sari takes First Bite Listeners on an Interprofessional Education tour of the process it takes to earn a BCBA certification, explains the differences and similarities between the terminology of the ABA and SLP worlds, and shares the theory of language acquisition that is the framework for the BCBA approach. Extra tidbit… there’s a mini crash course on the differences between licenses in the States and Canada! Here’s hoping that this crossroads conversations can lead to collaboration at a local level.

SNF vs. NH? SAR vs. SNF? What are the differences in resources, nursing and clinician oversight and who pays for what?! Show notes, transcript and references: https://www.coreimpodcast.com/2020/06/03/snf-sar-nh-alf-and-more-discharge-options-interprofessional-education-series/ ACP CME: https://www.acponline.org/cme-moc/cme/internal-medicine-podcasts/core-im Time stamps: 04:07 SAR vs SNF 13:35 Long term Nursing Home Care 18:30 Assisted Living Facility 24:40 Acute rehab 26:11 LTACH 27:49 Home Tags: Subacute rehab, skilled nursing facility, long-term acute care hospital, CoreIM, Core_IM, hospital medicine, family medicine, emergency medicine, physician assistant, nurse practitioner, interprofessional education

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.

Marjorie Lee White and Andres Viles, an Emergency Physician and Emergency Nurse from the University of Alabama-Birmingham join us to discuss how their organization has worked to integrate simulation into the health system at every level and in every program. The story begins when the simulation program was put in charge of the response to the 2017 Ebola outbreak. Now people say “we need to simulate first” when new issues emerge. We discuss how the simulated run-through of complex plans can show the flaws in systems before they can potentially harm patients. We also talk about how preparing for Ebola management through simulation gave expertise in donning and doffing and other PPE measures, including the technique of creating a remote doffing expert who helps tired providers stay safe at the end of procedures. Andres Viles is a Simulation Coordinator, Senior and Director of Immersive Simulation in the Office of Inter-professional Simulation for Innovative Clinical Practice at UAB in Birmingham. He also holds the title of Training Coordinator for the UAB Serious Infectious Disease (SID) Team. Marjorie Lee White MD, MPPM, MA serves as Vice President for Clinical Simulation UAB Health System, the Director of the Office of Interprofessional Simulation for Innovative Clinical Practice within the Center for Interprofessional Education and Simulation at University of Alabama at Birmingham (UAB), and Assistant Dean for Clinical Simulation for UAB School of Medicine. She is professor in Pediatric Emergency Medicine, Medical Education in the School of Medicine and the Department of Health Services Administration in the School of Health Professions and practices clinically in the emergency department at Children's of Alabama. Learn more at www.harvardmedsim.org.

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

Episode Length: 32:56 Author: Dow et. al. Publication: Evaluating a Center for Interprofessional Education via Social Network Analysis Acad Med. 2020 Feb;95(2):207-212. Purpose: To find an alternative method of measuring the impact of an academic institute for interprofessional education (IPE). Voting for Methodology and Impact: 28:03 Follow our co-hosts on Twitter! Jason R. Frank: @drjfrank  Jonathan Sherbino: @sherbino  Linda Snell: @LindaSMedEd  Lara Varpio: @LaraVarpio Lara Varpio's Disclaimer: The views expressed in this manuscript are solely those of the authors and do not necessarily reflect those of the Uniformed Services University of the Unites States Department of Defense.  Want to learn more about KeyLIME? Click here! Full transcript for this Episode can be found here.

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.

|About This Episode| This episode provides a conversation with Clinical Assistant Professor Craig Slater (cslater@bu.edu). Professor Slater is also the Director of Interprofessional Education and Practice at Sargent College. In real-world clinical practices, people are the center of all operations, from physical surgeries to the operation of health care systems. Offering master and doctorate programs, the Sargent Interprofessional Education and Practice Program focuses on the necessary collaboration between health professionals for the delivery of person-centered, coordinated, and comprehensive patient/client care. Check out more about the program here: https://www.bu.edu/sargent/academics/interprofessional-education/. 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. Enjoy this episode of HealthMatters. Don't forget to follow our podcast. Thank you for listening!

What is the difference between a case manager and social worker? What are the limitations that social workers and case managers face? How do you create a safe space for the interdisciplinary team? Show Notes and References Get CME-MOC credit with ACP! Time Stamps: 03:54 What are the various roles within a multidisciplinary teams? 10:42 Understanding limitations of social workers and case managers 15:55 The “behind the scenes” paperwork 18:42 Insurance and medications 22:17 Insurance and disposition options 25:08 The importance of creating a safe space for better communication

Interview with Dr. Fagan and Dr. Fransisco!Dr. Susan C Fagan is Jowdy Professor of Pharmacy and Assistant Dean at the Augusta campus of the University of Georgia College of Pharmacy. She is known nationally and internationally for her research in Stroke and was named “Distinguished Research Professor” at UGA in 2013. Currently the Interim Director of Interprofessional Education, she uses her knowledge and experiences as part of an Interprofessional Stroke Team, to develop coursework and ensure graduates are “practice ready” and collaborative upon graduation.Dr. Francisco received his B.S. in pharmacy at the University of North Carolina-Chapel Hill in 1976. At UK he completed a doctor of pharmacy degree and a pharmacy residency with an emphasis in geriatrics in 1979. Upon completing his residency, he joined the faculty of the University of Georgia College of Pharmacy as assistant professor in the Department of Pharmacy Practice. In 1985, he relocated to Virginia where he developed off-campus teaching and practice sites at Eastern Virginia Medical School in Norfolk, Va. as a faculty member at Virginia Commonwealth University School of Pharmacy. He also taught in two family practice residency programs and worked with five community teaching hospitals in eastern Virginia to develop clinical pharmacy services. He also established and taught a course in sports medicine at Old Dominion University and worked with the Area Health Education Center to develop health-related community programs. He returned to the University of Georgia in 1988 as associate dean in the College of Pharmacy. His areas of emphasis include drug interactions, infectious diseases, and physical assessment. He has been recognized for his clinical expertise and service by the Eastern Virginia Medical School and the American Society of Health-System Pharmacists and for his teaching accomplishments by the Teaching Academy and the University of Georgia College of Pharmacy.

In this episode, our guest is Chad Gentry, who is an Associate Professor in the Department of Pharmacy and is the Director of Experiential Education Quality Assurance at Lipscomb University College of Pharmacy. Chad will share about: - translating IPE from the classroom and simulation to practice - his practice site at Mercury Courts model of care and the pharmacists role - inter institutional, interprofessional collaboration (VPIL and MVA) Chad Gentry's bio: Our guest Chad Gentry attended the University of Tennessee Knoxville and received his Doctor of Pharmacy degree from the University of Tennessee Health Sciences Center. He has primarily spent is professional career in academia, and has practiced in several interprofessional primary care clinics while on faculty at East Tennessee State University and Lipscomb University. He is board certified in ambulatory care and is a certified diabetes educator. Dr. Gentry has served in multiple leadership capacities involving experiential education and interprofessional education (IPE). He has published numerous manuscripts and presented, served as a reviewer for several journals, and are active with several pharmacy associations.

Explore gaps in your knowledge about the home health world, particularly on home health aides! Get CME-MOC credit with ACP ! Full transcript, show notes, references Time Stamps: 02:33 What support do our patients have at home and how does those people play a role in their care? 06:00 Are there various types of home care workers? 07:25 What role do home attendants play in caring for a patient? 08:31 What tasks do home health aides do? 10:11 What are the types of "skilled carez'? 13:17 What can Medicare cover for older adults in terms of home health aides? 15:17 How does Medicare define homebound? 16:03 How does having Medicaid impact access to home care? 19:10 What if a patient isn’t eligible for Medicare or Medicaid? 19:43 What is the cost to use a private agency for home health services? 24:02 What are some challenges that home health aides face? 25:42 What are “plans of care”? 30:01 Who makes up the home care workforce? 31:52 When patients get discharged from the hospital, do they go home to the same home care assistance?

There is a call for alignment between education and the healthcare delivery systemThis alignment has been recognized as a critical component in efforts to improve health and the healthcare system.To this point most of the interprofessional work has occurred in education with the intention to drive changes in healthcare.If positive changes in healthcare are to occur, it must come from an alignment between practice and education.90-95 % of the current workforce has potentially not participated in interprofessional educationThere appears to be a gap in awareness on the practice side of what has been occurring with interprofessional education and a lack of interprofessional practice champions in healthcare organizationsThere is a truth in the interprofessional education and collaborative practice polarity that enables you to look at it differentlyThere is a lot of work to be done even though efforts have been going on for over 50 years.Listen as Michelle and Tracy talk with Dr. Tony Breitbach about what’s happening nationally and what’s needed to address the challenges discussed.

In this episode, Professor Gary Rogers from Griffith University (Gold Coast, Australia) talks about interprofessional education. We talk about where IPE is at, some of the challenges and opportunities for IPE, and individual health profession educators can contribute to interprofessional learning.Gary’s biography can be found here (https://experts.griffith.edu.au/academic/g.rogers).The online clinical supervision course produced by Professor Steve Trumble and the Department of Medical Education can be found here: https://go.unimelb.edu.au/oo96Subscribe now (go.unimelb.edu.au/z6xr) to receive new episodes as they are released. Tell us what you think via Twitter (@EXCITE_UOM) or email us and let us know who and what you would like to hear about in future episodes (mededsource-podcast@unimelb.edu.au).We acknowledge the Traditional Owners of the land on which we work, live and learn. We also pay our respects to Elders past, present and emerging.This podcast was presented by Brett Vaughan (@BrettVaughan4), and produced by Brett Vaughan and Michelle Curtis. Med Ed Source is a production of the Department of Medical Education at University of Melbourne, Australia. This episode was recorded on September 12th 2019. For more information, visit https://medicine.unimelb.edu.au/school-structure/medical-education. You can also find us on Twitter and Facebook. Med Ed Source is licenced under Creative Commons, Copyright 2017, the University of Melbourne.Music: Reach The Top by Shane Ivers - https://www.silvermansound.com

Both of us have spent a good portion of our careers developing and helping organizations implement tools, processes and infrastructures that support interprofessional education and collaborative practice. As you might guess this is a topic that is near and dear to our hearts. During the episode we talk about how the Institute of Medicine (IOM) reports, To Err is Human: Building a Safer Health System (1999); Crossing the Quality Chasm: A New Health System for the 21st Century (2001) and Health Professions Education: A Bridge to Quality (2003), served to heighten the awareness of concerns about safe, quality, cost-effective care within the United States healthcare system. These reports also reinforced the need for interprofessional education (IPE) and interprofessional collaborative practice (ICP). We talk about what is being learned and the current realities educators and leaders are facing. Recent reports indicate the traditional cultures and practices in healthcare settings do not support ICP (Brandt, KItto, & Cervero, in press) and those who have experienced IPE go into practice settings that do not support what they have learned. IPE and ICP represent an interdependent pair. Both are necessary to prepare the future and the current workforce to work collaboratively.Achieving the national goals of safe, quality, efficient, effective care will require a healthcare workforce prepared and supported to work collaboratively. Managing the IPE and ICP polarity is key in achieving sustainable outcomes. Leveraging strong partnering relationships between practice and education leaders may be one way to manage the IPE/ICP polarity and support current and future workforce preparation.

Public speaking may top many “greatest fear” lists, but there’s more than one way to inservice your colleagues. Whether it be doctors, nurses, or administrators, these are people you may already be seeing on a daily basis—so why not strike up a conversation and open a dialogue about what you and more importantly your patients need? Emily Tricarico introduces the SEGUE framework for successful advocacy conversations, so you have somewhere to start when you aren’t sure where to begin. To share your thoughts: - Join the MedSLP Newbies Facebook group - Share this episode on Facebook or Twitter To help out the show: - Leave a review on iTunes. Your comments help me immensely and I just might read it on the show! - Contribute at patreon.com/swallowyourpride Download Ep. 086 Show Notes! This Month’s Featured Affiliates: If you like our work, support us on Patreon for as little as a dollar a month! Previous Next Previous Next

For many women, the news "you're pregnant" is joyful news. But for many African American women, that news could literally mean death. We talk about why African American women are three to four times more likely to die from pregnancy related causes than white women, regardless of education or socioeconomic status. Our guests include Khadijah Jordan, M.D., OB/GYN; Mekbib Gemeda, VP, Diversity and Inclusion, EVMS and Kimberly Adams Tufts, Assoc. Professor of Nursing/Asst. Dean of Interprofessional Education, ODU. Plus, Lisa Godley talks to cast members from the ODU play that examines a woman's journey from prison to re-entry titled: "Getting Out."

The January episode features a discussion about interprofessional education (IPE) at GA-PCOM with the PCOM School of Pharmacy Director of Interprofessional Education Sara (Mandy) Reece, PharmD, an associate professor and vice chair of the department of pharmacy practice at GA-PCOM. Topics included the evolution of IPE at GA-PCOM, the key ingredients for the success of the year-long course for DO, PA, PharmD and PT students, and how IPE fits into the healthcare ecosystem in terms of value-based health care and population health.

This episode is the first of a two-part series on interprofessional education (IPE), and features a conversation with Stephanie Felgoise, PhD, professor and chair, clinical psychology and director of the doctorate program in clinical psychology. IPE provides a unique educational experience for students from across academic programs to learn with and from each other. Dr. Felgoise and I discussed the ways PCOM is using this approach to train our students to become skilled members of the healthcare team of the future, with each area contributing its own skill set to achieve the best outcome for the patient.

In this episode, team members from ASU’s Center for Advancing Interprofessional Practice, Education and Research (Michael Moramarco, Karen J. Saewert, and Jinnette Senecal) and special guest Barbara Maxwell (A.T. Still University - Mesa, AZ) explore the concept and characteristics of wicked problems in relation to health care systems. We discuss the multifaceted ways that interprofessional practice and education may provide a unique lens and set of strategies for approaching the wicked problem of achieving the quadruple aim. The conversation is anchored by select excerpts of conversations the CAIPER team held at the 2018 National Center for Interprofessional Practice and Education’s Nexus Summit (MN). Resources: - Health in America is a Wicked Problem - https://stakeholderhealth.org/wicked-problem/ - Is Teamwork the Solution to “Wicked” Health Care? - https://uofuhealth.utah.edu/accelerate/blog/2017/04/kyle-bradford-jones-is-teamwork-the-solution-to-wicked-health-care.php - Rittel, Horst, and Webber. (1973). Dilemmas in a General Theory of Planning. Policy Sciences 4, Elsevier Scientific Publishing, Amsterdam, pp. 155-159 - https://doi.org/10.1007/BF01405730 - Roberts, N.C. (2000). "Wicked Problems and Network Approaches to Resolution". International Public Management Review. International Public Management Network. 1 (1) http://journals.sfu.ca/ipmr/index.php/ipmr/article/view/175/175 - Sykes, Sam [@SamSykesSwears]. (2018, August 22). every day that spiders have not grown wings is a good day [Tweet]. Retrieved from https://twitter.com/SamSykesSwears/status/1032196664470061057 - Wicked Problem (Wikipedia) - https://en.wikipedia.org/wiki/Wicked_problem - World Coordinating Committee All Together Better Health - http://www.atbh.org/about-us.html The CAIPER team would like to extend a sincere note of gratitude and recognition to those who sat down with us at the 2018 Nexus Summit and provided interviews for this episode (in order of appearance): 1. Dr. Barbara Brandt, Director, National Center for Interprofessional Practice and Education, University of Minnesota 2. Dr. Claudia Chaperon*, Associate Professor, University of Nebraska Medical Center 3. Dr. Erin Appelt, Professor of Practice, Midwestern University 4. Dr. Oaklee Rogers, Chair, Occupational Therapy, Assistant Clinical Professor, Northern Arizona University 5. Dr. Lillee Smith Gelinas, Senior Fellow Nurse Executive, Institute for Patient Safety, University of North Texas Health Science Center 6. Stephanie Lackey, Project Coordinator, Accelerating Grant Initiative, National Center for Interprofessional Practice and Education, University of Minnesota 7. Dr. Joy Doll, Associate Professor, Creighton University 8. Dr. Barbara Maxwell, Professor and University Director of Interprofessional Education and Collaboration, A.T. Still University 9. Dr. Shelly Cohen-Conrad, Professor and Director, School of Social Work and the Interprofessional Education Collaborative, University of New England 10. Dr. George M. Thibault, President Emeritus, Josiah Macy Jr. Foundation And finally, a special note of thanks to Aaron Kraft (ASU), for assistance with the media production process during studio recording, and Ricardo Leon (ASU), for series development consultation and on-site conference recording support. *“The Accelerating Interprofessional Community-based Education Practice Grant is supported by the National Center for Interprofessional Practice and Education with funding and in collaboration with Robert Johnson Foundation, the John A. Hartford Foundation, the Josiah Macy Jr. Foundation and the Gordon and Betty Moore Foundation. More information about the National Center can be found at nexusipe.org. This content and opinions are those of the author and should be construed as the official policy of, nor should any endorsements be inferred by the National Center for Interprofessional Practice and Education or any of the National Center’s private founders or funders.”

Michelle Nelson in an interview with Ross Upshur discusses the importance of intra- and inter-sectoral collaboration in healthcare and explains how the voluntary sector could be engaged to support improved patient and family experiences and the outcomes. In a recent interview with Ross Upshur, Michelle Nelson, a Research Scientist at Research Collaboratory, Lunenfeld-Tanenbaum Research Institute, explained about her research, the importance of intra- and inter-sectoral collaboration in health care, engagement of the voluntary sector to support improved patient and family experience and the patient outcomes. Michelle has been actively pursuing development of a complexity and stroke rehabilitation research network. Her tireless efforts recently led to holding a meeting attended by 43 researchers, policy-makers and clinicians. The meeting initially generated 120 potential research questions, from which 16 high-priority questions were identified focusing on complexity characteristics including multimorbidity, social determinants, patient characteristics, social support and system factors (1). In this recent work, Michelle and her colleagues put the emphasis on expanding the kind of research that focuses beyond the single disease approach, and try to help understand complex patients and their care needs. This approach, as they put it, will not only help stakeholders to better understand and provide integrated stroke rehab care for complex patients but it will also help improve patient outcomes that would ultimately lead to a more developed and advanced health care system. Dr. Nelson is a Research Scientist within the Lunenfeld-Tanenbaum Research Institute in Toronto, Canada. She also holds academic appointments in the Institute of Health Policy, Management and Evaluation at the University of Toronto, and Ryerson University in the School of Nursing. Her research is concentrated on patient complexity (the intersection of health conditions and social determinants); specifically examining issues related to the management of patient complexity, health profession education/collaborative practice, and community reintegration. From 2005 – 2009 she was the Research Director for a Health Canada funded Interprofessional Education program within geriatrics. She was the Principal Investigator for two Canadian Institutes of Health Research grants focused on patient complexity and rehabilitation. As a result, she convened national rehabilitation experts and stakeholders to develop a multidisciplinary, multisectoral research agenda specific to patient complexity in stroke rehabilitation. In 2014, Dr. Nelson received a $600,000 grant to examine how the voluntary sector could be engaged to support improved patient/family experiences and outcomes. So far, she has published over 40 articles and reports specific to issues of complexity, clinical practice, rehabilitation, collaboration, and the role of the voluntary sector in meeting patient needs. She is a sought after committee member for rehabilitation strategic planning, clinical guideline development and knowledge translation. In 2017, she was a visiting professor at the Queensland University of Technology, engaging colleagues in collaborative work related to patient complexity. Michelle was elected to the Board of Governors for the World Stroke Organization and nominated to the Executive in August 2018. Some of Michelle’s papers indexed in Google Scholar by September 2018. Reference: Nelson ML, McKellar KA, Munce S, Kelloway L, Hans PK, Fortin M, et al. Addressing the Evidence Gap in Stroke Rehabilitation for Complex Patients: A Preliminary Research Agenda. Arch Phys Med Rehabil. 2018;99(6):1232-41.

Jay A. Perman, MD, became the sixth president of the University of Maryland, Baltimore (UMB) in July 2010. A pediatric gastroenterologist, Perman continues to practice medicine through his weekly President’s Clinic, where he teaches team-based health care to students of medicine, nursing, pharmacy, dentistry, law, and social work. Interprofessional, team-based care is a priority of Perman’s: In 2013, he established the Center for Interprofessional Education to train all UMB students to provide high-quality, affordable health care and human services within a team-based model. Dr. Perman is strengthening UMB’s role in improving the health and well-being of its closest neighbors. In 2014, he established the Office of Community Engagement to coordinate UMB’s varied outreach projects — with special emphasis on West Baltimore — and to leverage resources so that the University may respond quickly and effectively to identified community needs. In fall 2015, Perman opened the UMB Community Engagement Center in West Baltimore to provide direct health, employment, legal, financial, and social services to nearby residents and to engage with them in neighborhood-strengthening advocacy projects. Named one of Maryland’s Most Admired CEOs in 2013 by The Daily Record, Perman is focused on creating a dynamic University culture. 

How much do you collaborate with colleagues in other professions? Do you work side by side or not at all?!? Pam Holland from Marshall University and her group of graduate students are here to tell us all about their advocacy projects that they did this past semester. This episode includes interviews that these students did with other professionals about OUR field and everything they want to know about US! Don't miss it!  This is part 2 of a two part episode.  Find part 1 here! Show notes can be downloaded below. To share your thoughts: - Join the MedSLP Newbies Facebook group - Share this episode on Facebook or Twitter To help out the show: - Leave a review on iTunes. Your comments help me immensely and I just might read it on the show! - Contribute at patreon.com/swallowyourpride   To learn more about the Medical SLP Collective, an exclusive community for Medical SLPs with new peer-reviewed resources, handouts, and videos distributed weekly, monthly ASHA CEU webinars, and a private forum on Facebook, or on the website to get answers to all of your burning clinical questions, check out MedSLPCollective.com Download Ep. 047 & 48 Show Notes! Download 48 Transcript! This Month’s Featured Affiliates: If you like our work, support us on Patreon for as little as a dollar a month! Previous Next Previous Next

How much do you collaborate with colleagues in other professions? Do you work side by side or not at all?!? Pam Holland from Marshall University and her group of graduate students are here to tell us all about their advocacy projects that they did this past semester. This episode includes interviews that these students did with other professionals about OUR field and everything they want to know about US! Don't miss it! Show notes can be downloaded below.To share your thoughts: - Join the MedSLP Newbies Facebook group - Share this episode on Facebook or TwitterTo help out the show:- Leave a review on iTunes. Your comments help me immensely and I just might read it on the show!- Contribute at patreon.com/swallowyourpride To learn more about the Medical SLP Collective, an exclusive community for Medical SLPs with new peer-reviewed resources, handouts, and videos distributed weekly, monthly ASHA CEU webinars, and a private forum on Facebook, or on the website to get answers to all of your burning clinical questions, check out MedSLPCollective.com Download Ep. 047 Show Notes! This Month’s Featured Affiliates: If you like our work, support us on Patreon for as little as a dollar a month! Previous Next Previous Next

In clinical practice today, more often than not patients receive care from an interprofessional team. How can we best prepare students and practitioners to optimize working in an interprofessional environment? This presentation will review the definition of interprofessional education, what is meant and NOT meant by this definition, what evidence supports IPE practice and education, and proposed competencies. Strategies useful for developing and implementing an interprofessional education program will be reviewed, using a hands-on, interprofessional approach!

Dr. Carolyn Rutledge, Professor of Nursing, and Corrin Richels, Associate Professor of Communication Disorders, host a Conversation about what interprofessional education (IPE) is – and what it isn't. They discuss ways to best prepare faculty for interprofessional education opportunities and ways to best educate students, using examples of successful programs and highlighting their impact on educational goals and outcomes

Jane and Dan talk to Professor Tina Brock, Human of Pharmacy and Professor of Pharmacy Education and Practice at Monash University. We talk to Tina about: Her journey from Mississippi to Melbourne What inter-professional learning means in practice  What goes wrong in inter-professional collaboration and how we can be better at it  Opportunities in automation and disruption  What your online avatar says about you

Third in the ASCO Podcast Series- “Optometry and Interprofessional Education” and we welcome Dr. Jennifer Coyle, Dean of the Pacific University, School of Optometry and ASCO President, Dr. Valerie Wren, Associate Professor, Western University of Health Sciences, College of Optometry, and a special guest, Dr. Pat Callard, Assistant Professor for the College of Graduate Nursing also at Western University of Health Sciences.

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.

The Mission of IPEC is to educate practitioners, scholars, and researchers to work together and with patients and clients for relationship-centered health care that is comprehensive, collaborative, caring, safe, and continuous throughout the life cycle.