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Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
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Appendix F

Committee Member Biographies

Malcolm Cox, M.D. (Chair), is an adjunct professor at the Perelman School of Medicine, University of Pennsylvania. He most recently served for 8 years as chief academic affiliations officer for the U.S. Department of Veterans Affairs (VA) in Washington, DC, where he oversaw the largest health professions training program in the country and repositioned the VA as a major voice in clinical workforce reform, education innovation, and organizational transformation. Dr. Cox received his undergraduate education at the University of the Witwatersrand and his M.D. from Harvard Medical School. After completing postgraduate training in internal medicine and nephrology at the Hospital of the University of Pennsylvania, he rose through the ranks to become professor of medicine and associate dean for clinical education at the Perelman School of Medicine. He also served as dean for medical education at Harvard Medical School; upon leaving the Dean’s Office, he was appointed Carl W. Walter distinguished professor of medicine at Harvard Medical School. Dr. Cox was the first Robert G. Petersdorf scholar in residence at the Association of American Medical Colleges and has also served on the National Leadership Board of the Veterans Health Administration, the VA National Academic Affiliations Council, the National Board of Medical Examiners, the National Advisory Committee of the Robert Wood Johnson Foundation (RWJF) Clinical Scholars Program, the Board of Directors of the Accreditation Council for Graduate Medical Education, and the Global Forum on Innovation in Health Professional Education of the Institute of Medicine (IOM).

Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
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Barbara F. Brandt, Ph.D., is renowned for her work in health professional education, and specifically in interprofessional education (IPE) and continuing education. Dr. Brandt serves as associate vice president for education within the University of Minnesota’s Academic Health Center, and she is responsible for the university’s 1Health initiative, aimed at building the interprofessional practice skills of students and faculty in a broad range of health professions. She is also director of the National Center for Interprofessional Practice and Education, a public–private partnership and cooperative agreement with the Health Resources and Services Administration, established in 2012. In her leadership roles, Dr. Brandt has served as a consultant, advisor, and speaker for a wide variety of organizations, such as the IOM, the National Quality Forum, the Academy of Healthcare Improvement, the Josiah Macy Jr. Foundation, the Association of Schools of Allied Health Professions, the American Speech–Language–Hearing Association, and the American Medical Association. She holds a bachelor of arts degree in the teaching of history from the University of Illinois at Chicago and master of education and doctor of philosophy degrees in continuing education (specializing in continuing professional education for the health professions) from the University of Illinois at Urbana-Champaign. In 2013 she was recognized as a University of Illinois distinguished alumna. She completed a W.K. Kellogg Foundation–sponsored postdoctoral fellowship for faculty in adult and continuing education at the University of Wisconsin–Madison.

Janice Palaganas, Ph.D., R.N., N.P., is a lecturer at the Harvard Medical School and director for educational innovation and development for the Institute for Medical Simulation in Boston, Massachusetts—the Center for Medical Simulation’s international program for IPE simulation educator training. Dr. Palaganas is a recognized leader and expert in the field of IPE simulation through such activities as serving as the implementing director of the Society for Simulation in Healthcare’s (SSH’s) Simulation Center Accreditation and Educator Certification Programs, editor-in-chief of SSH’s first resource textbook, chair of the 2011 Simulation and IPE Symposium, and founding chair of the SSH IPE Affinity Group. As a behavioral scientist, Dr. Palaganas’s passion is in using health care simulation as a platform for IPE, with a strong professional commitment to developing IPE simulation educators. At various times in her career, she has taught for schools of medicine, nursing, pharmacy, allied health, business, religion, and emergency residency, and thus is one of the country’s most experienced instructors providing simulation-enhanced IPE to multiple levels of pre- and postlicensure learners. Dr. Palaganas has been a featured or keynote speaker at international and national conferences, and is an author for the National League for Nursing (NLN) study on using simulation-based high-stakes assessment

Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×

for nursing students and evaluating the challenges of assessing teamwork in simulation. She has also served on the Board of Examiners for the Malcolm Baldrige National Quality Award under the National Institute of Standards and Technology. Dr. Palaganas attended the University of Pennsylvania and there received her bachelor of science degree in nursing, as well as two master’s degrees in the fields of advanced practice nursing. She earned her Ph.D. in nursing at Loma Linda University. Prior to her academic career, Dr. Palaganas had wide experience clinically in three different hospital systems as a leader and clinician and held multiple roles in emergency departments. Prior to joining the Harvard Medical School faculty and the Center for Medical Simulation, she served as a Medical Simulation Department chief operations officer and director of simulation research at Loma Linda University. Dr. Palaganas has taught for schools of medicine, nursing, pharmacy, allied health, business, religion, and emergency residency.

Scott Reeves, Ph.D., is a social scientist who has been involved in health professions education and health services research for 20 years. He is a professor in interprofessional research at the Faculty of Health, Social Care & Education, Kingston University & St George’s, University of London, and editor-in-chief, Journal of Interprofessional Care. Most recently, he was founding director, Center for Innovation in Interprofessional Education; professor of social and behavioral sciences; and professor of medicine, University of California, San Francisco. Previously, he was inaugural director of research, Centre for Faculty Development, St Michael’s Hospital, Canada. He also held positions as senior scientist, Wilson Centre for Research in Education, and professor of psychiatry, University of Toronto. During this time he was appointed inaugural evaluation director, Canadian Interprofessional Health Collaborative. Dr. Reeves has also held honorary faculty positions in a number of institutions around the world. His main interests are in developing conceptual, empirical, and theoretical knowledge to inform the design and implementation of IPE and practice activities. To date, he has received more than $18 million in grant capture from a range of funding bodies across the world. He has published more than 250 peer-reviewed papers, book chapters, textbooks, editorials, and monographs; many of his publications have been translated from English into other languages. Dr. Reeves has a long history of national and international committee work. Currently, he is an appointed board member for the UK Centre for the Advancement of Interprofessional Education and a member of the Global Forum on Innovation in Health Professional Education of the IOM. He also has worked on committees for a number of organizations in Canada, the United Kingdom, and the United States. He has received a number of awards for his interprofessional teaching and mentorship.

Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×

Albert W. Wu, M.D., M.P.H., is professor of health policy and management and medicine, with joint appointments in epidemiology, international health, medicine, and surgery. He received B.A. and M.D. degrees from Cornell University, and completed an internal medicine residency at the Mount Sinai Hospital and the University of California, San Diego. He was an RWJF clinical scholar at the University of California, San Francisco, and received an M.P.H. degree from the University of California, Berkeley. Dr. Wu’s research and teaching focus on patient outcomes and quality of care. He was the first to measure the quality-of-life impact of antiretroviral therapy in HIV clinical trials. He developed the Medical Outcomes Study HIV Health Survey (MOS-HIV) and other questionnaires used to measure quality of life, adherence, satisfaction, attitudes, and behaviors for people with chronic disease. Dr. Wu was co-founder and director of the Outcomes Research Committee of the AIDS Clinical Trials Group of the National Institutes of Health and president of the International Society for Quality of Life. He advises many U.S. and international organizations on patient-reported outcomes (PROs) methods. He is director of the Johns Hopkins Center for Health Services and Outcomes Research and director of the Agency for Healthcare Research and Quality–funded DEcIDE center for patient-centered outcomes research. He is a Patient Reported Outcomes Measurement Information System (PROMIS) investigator, and co-developer of PatientViewpoint, a patient portal used to link patient-reported outcomes to electronic health records. Dr. Wu has studied the handling of medical errors since 1988 and has published influential papers, including “Do House Officers Learn from Their Mistakes” in the Journal of the American Medical Society in 1991, and “Medical Error: The Second Victim” in the British Medical Journal. He was a member of the IOM committee on identifying and preventing medication errors and was senior adviser for patient safety to the World Health Organization in Geneva. He has authored more than 350 peer-reviewed publications and was editor of the Joint Commission book The Value of Close Calls in Improving Patient Safety. He leads the Ph.D. program in health services research and the certificate program in quality, patient safety, and outcomes research in the Johns Hopkins Bloomberg School of Public Health. Dr. Wu maintains a clinical practice in general internal medicine.

Brenda Zierler, Ph.D., R.N., F.A.A.N., explores the relationships between the delivery of health care and outcomes at both the patient and system levels. Her primary appointment is in the School of Nursing at the University of Washington (UW), but she holds three adjunct appointments—two in the School of Medicine and one in the School of Public Health. Currently, Dr. Zierler is co–principal investigator on a Josiah Macy Jr. Foundation–funded grant with Dr. Les Hall, focused on developing a national train-the-

Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×

trainer faculty development program for IPE and collaborative practice. She also leads two Health Resources and Services Administration training grants—one focusing on technology-enhanced IPE for advanced practice students and the second on interprofessional collaborative practice for advanced heart failure patients at UW’s Regional Heart Center. Dr. Zierler is the co-director for the UW Center for Health Sciences Interprofessional Education, Practice and Research, as well as director of faculty development for the UW Institute for Simulation and Interprofessional Studies in the School of Medicine. She is a board member and chair of the American Interprofessional Health Collaborative and a member of the IOM Global Forum on Innovation in Health Professional Education.

Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×

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Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×
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Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×
Page 162
Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×
Page 163
Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×
Page 164
Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×
Page 165
Suggested Citation:"Appendix F: Committee Member Biographies." Institute of Medicine. 2015. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: The National Academies Press. doi: 10.17226/21726.
×
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Interprofessional teamwork and collaborative practice are emerging as key elements of efficient and productive work in promoting health and treating patients. The vision for these collaborations is one where different health and/or social professionals share a team identity and work closely together to solve problems and improve delivery of care. Although the value of interprofessional education (IPE) has been embraced around the world - particularly for its impact on learning - many in leadership positions have questioned how IPE affects patent, population, and health system outcomes. This question cannot be fully answered without well-designed studies, and these studies cannot be conducted without an understanding of the methods and measurements needed to conduct such an analysis.

This Institute of Medicine report examines ways to measure the impacts of IPE on collaborative practice and health and system outcomes. According to this report, it is possible to link the learning process with downstream person or population directed outcomes through thoughtful, well-designed studies of the association between IPE and collaborative behavior. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes describes the research needed to strengthen the evidence base for IPE outcomes. Additionally, this report presents a conceptual model for evaluating IPE that could be adapted to particular settings in which it is applied. Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes addresses the current lack of broadly applicable measures of collaborative behavior and makes recommendations for resource commitments from interprofessional stakeholders, funders, and policy makers to advance the study of IPE.

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