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Annual Meeting

Each year, scholars and their mentors, along with the program’s National Advisory Committee and Macy Staff, convene to discuss their work to reform health professions education, sharing updates and lessons learned.

2017 Macy Faculty Scholars Program Annual Meeting

On June 7th and 8th, 2017 the Macy Foundation held its sixth Annual Meeting of the Macy Faculty Scholars Program. Past and present Macy Faculty Scholars, the mentors of the 2016 Scholars, and the program’s National Advisory Committee gathered to discuss issues they are encountering in their careers, participate in career development breakout sessions, and learn from their shared experiences. This report provides a full summary of the meeting.

As with prior Annual Meetings, the introduction of the latest class of Faculty Scholars was a highlight of this meeting. The 2016 Scholars outlined the purpose, progress, and next steps of their Faculty Scholars projects. In order to receive more focused feedback about the progress they’ve made so far and how to improve the project after their formal award period ends the 2015 Scholars presented their work in breakout group sessions. This year’s meeting featured two insightful sessions led by National Advisory Committee members. The first was a session on coaching and mentoring led by Kelley Skeff, and the second was an inspirational interview with Afaf Meleis about her career. Some highlights from the 2016 Scholars’ presentations are below, and the full meeting report can be found here:

DorAnne Donesky, PhD, RN
Dr. Donesky is developing an interprofessional center for palliative care education for learners from pre-licensure through graduate education. As part of Dr. Donesky’s interprofessional center she wants to develop curriculum and a self-sustaining model funded by tuition, fees, and philanthropic organizations for students and clinicians from medicine, nursing, spiritual care, and social work who desire additional interprofessional training in palliative care. Dr. Donesky then plans to disseminate these palliative care educational programs through educational scholarship and implementation in other university settings.

Christina M. Gonzalez, MD, MEd
Dr. Gonzalez is working to design, implement, and rigorously evaluate a comprehensive, longitudinal, developmentally appropriate curriculum to teach medical students to recognize and manage their racial and ethnic implicit biases in clinical encounters. Dr. Gonzalez believes that increased knowledge and awareness of implicit bias — the unconscious, unintentional assumptions people make — may help ameliorate disparities in clinical practice behaviors of individual physicians. Once students have taken Dr. Gonzalez’s course, she plans to evaluate the impact of the curriculum on students’ knowledge, attitudes and skills regarding implicit bias, including their clinical practice behaviors.

Temple Ratcliffe, MD, FACP
The focus of Dr. Ratcliffe’s project is implementing collaborative care on general medicine teams. His collaborative care initiative offers an authentic interprofessional practice environment that can engage learners from multiple professions. Dr. Ratcliffe aims to improve the orientation process for learners working on collaborative care teams, create learning objectives that align with both principles of interprofessional education and patient-partnered care, and design curricular content and assessment strategies that support these objectives.

Tyler Reimschisel, MD, MHPE
Dr. Reimschisel is instituting a working-learning health system (WLHS) that relies on interprofessional teams to provide personalized, cost-effective, comprehensive health services to a panel of patients. Dr. Reimschisel hypothesizes that this WLHS will improve health outcomes and the quality of care for patients, and that students in this system will glean a robust education in health systems science. In the WLHS pilot, a multigenerational, interprofessional team of health care professionals will include faculty in medicine, advanced practice nursing and social work; as well as students in medicine, advanced practice nursing, pharmacy, physician assistant, and social work. Students will be immersed in the WLHS for an extended period-of-time – daily for one to three months.

Jing Wang, PhD, MPH, MSN, RN
With millions of people in the U.S. using mobile or wearable devices to track health information, Dr. Wang is working to increase students’ competency in using mobile and connected health technologies to facilitate the delivery of patient-centered interprofessional team-based care. To achieve this goal Dr. Wang is designing an interprofessional curriculum guided by the ADDIE (Analyze, Design, Develop, Implement and Evaluate) instructional design model. Before implementing her curriculum Dr. Wang will be collecting stakeholder feedback from patients, industry, and community partners for their insights on her curriculum design.