Center for Interprofessional Practice and Education
at Washington University Medical Campus

Summer 2018 Newsletter

News from the Center for Interprofessional Practice and Education & its Community Partners
Congratulations, Inaugural Cohort of Master Interprofessional Educators!

Congratulations, Inaugural Cohort of Master Interprofessional Educators!

Master Interprofessional Educator


On May 10, the inaugural group of Master Interprofessional Educators was inducted. This group has completed the requirements to receive this designation. 

The current list of Master Interprofessional Educators includes: Tricia Berry (STLCOP), Douglas Char (WUSM), Stephanie Crist (STLCOP), Holly Diesel (GSON), Carolyn Dufault (WUSM), Susan Fliesher (GSON), Gloria Grice (STLCOP), Kay Mueggenburg (GSON), Duana Russell-Thomas (WUSM), Judy Smith (GSON), Rebecca Stauffer (STLCOP), Alison Stevens (STLCOP), and Colleen Wallace (WUSM).

If you think you are close to completing the requirements for this designation, email Robin to find out the status of your completion. 

CIPE Team presents at National Meeting



CIPE Team presents at National Meeting

Rebecca Stauffer, Pharm.D., St. Louis College of Pharmacy

The National Academies of Practice (NAP) annual meeting and forum was held in Atlanta, GA, April 13 and 14. NAP is an organization dedicated to advancing interprofessional (IP) healthcare by fostering collaboration and advocacy. There are 14 academies representing various healthcare professions, including the seven present on the Washington University Medical Campus, as well as dentistry, optometry, osteopathic medicine, podiatry, psychology, social work, speech-language pathology, and veterinary medicine. The programming and research themes for this year’s annual meeting were: leveraging technology, collaborative teams, advocacy for quality healthcare, and relationship-focused care. These themes were woven throughout the meeting with keynote speakers, educational sessions, and interactive group work sessions.

One of the most interesting parts of the NAP annual meeting was attending the various platform presentations describing first-hand experience with IP activities across the country.

There were sessions discussing aspects of IP curriculum development, faculty training, as well as innovative IP learner activities. As we continue to develop our own IP curriculum, it was exciting to learn about the interprofessional education (IPE) design from other institutions. For example, representatives from Creighton University discussed their IPE passport program, in which more than 900 learners select from more than 40 IP activities. In this model, faculty are able to develop IP activities and submit proposals to the curriculum committee for assessment via a standardized rubric. It was stated that many of the IP activities had previously been established; however going through this process helped to catalog the activities, and they are now supported through the IP program.

Other platform presentations addressed utilizing IP learners and activities to address and teach health literacy, patient safety and quality improvement. In addition to academic program development it was intriguing to learn about research involving IP teams in the clinical setting. For example, in one hospital, IP teams are being utilized to identify opioid risk and addiction among their colleagues. There was also discussion about a grant-funded clinic established to manage uninsured patients with diabetes who were high risk for hospital readmission. Upon review, an analysis of this IP team setting has reduced readmissions and promoted cost savings for this health network.

Attending the NAP conference was a great opportunity to meet other professionals involved in IP activities from both academic and clinical settings. The CIPE has made great strides over the past few years, and it was comforting to learn that many institutions face similar challenges. We are all learning from each other, and it is important to share the struggles as well as the successes so IP healthcare can continue to grow and develop. It is through our contributions as a whole to advance “interprofessional care as the standard in America.”

Read the details of the poster here

A Day in the Life of a Medical Student

A Day in the Life of a Medical Student


Kevin Garza, Washington University Medical Student

Hi! My name is Kevin Garza, and I just completed my third year of medical school at Washington University in St. Louis. Want to know what it’s like to be a medical student? Allow me to take you along as I describe a typical day. Third year is all about hands-on clinical training in the hospital, rotating through several specialties. On this day, I’m on my cardiology rotation.
First, a little about me: I am originally from Dallas but attended Wash U as an undergraduate student, where I studied physics and film. I've explored several specialties during clinical rotations over the past year, and I'm excited that I discovered a passion for internal medicine. Now, on to my day!

7:00 am: Before seeing my patients in person, I start my day by looking over their most recent labs, vital signs, and any other updates. I use this information when I present my patients to the medical team during rounds. That team includes attending physician faculty, residents, fellows and other medical students.

7:30 am: One of my patients had chest pain overnight. After checking in on the patient, I discussed ECG findings with my attending physician, Thomas Ciesielski, MD.

7:55 am: On Thursdays, the Department of Medicine holds Grand Rounds, which are lecture sessions that provide an opportunity for medical students, residents, and attending physicians to come together and continue their medical education. Today's lecture is about the history of mental health institutions in Europe and the United States.

10:00 am: I join the medical team on hospital rounds to see our patients. As third-year medical students, we examine patients, then present the patient’s case to the medical team and propose a plan on how we can further evaluate or treat the patient. It’s a collaborative team effort, and we all learn from each other.

Noon: On every rotation in third year, we are paired with a different team. This has let me grow as a clinician by providing opportunities to learn from several mentors and to make new connections with my classmates.

2:00 pm: With things slowing down in the afternoon, one of the resident physicians, Jeremy Louissaint, MD, takes my classmate Yusef Jordan and me down to the cafeteria for an informal teaching session on hepatitis. Residents and attendings choose topics that are relevant to our current patients so we can immediately put the information to use.

3:30 pm: After rounding, teaching, writing notes, and checking back in with my patients, I hang my white coat up to finish my day in the hospital.
5:00 pm: At the end of the work day, I take some time to do something fun with my classmates, like going out in Forest Park, grabbing dinner, cooking a meal, or just playing video games. Today I met up with a friend to get a chest workout in at the school's gym!

Thank you for joining me!

Washington University School of Medicine offers a variety of degree programs to accommodate every student’s individual career goals. The four-year doctor of medicine program equips graduates for a career as a physician. A combined doctor of medicine and doctor of philosophy program trains individuals interested in careers as a physician-scientist. MD students can also pursue one of several combined MD/master’s degrees to gain skills in biomedical research, clinical investigation, public health or population health sciences. The School of Medicine is committed to recruiting, enrolling and educating a diverse student body. For more information, please visit

Clinical Happenings

Clinical Happenings 


12th Annual Multidisciplinary Research Conference
October 17, 2018, 7:30 am-4:00 pm at the Eric P. Newman Education Center at Washington University Medical Campus

Click here for conference registration and abstract submission.

Abstract Submission Deadline – August 17, 2018

Keynote Speakers: Angelleen Peters-Lewis, PhD, RN and Gammon Earhart PT, PhD


IPEC 2018 USPHS Award Winner and Finalists for Exemplary Interprofessional,
Team-Based Practice
The U.S. Public Health Service (USPHS) and the Interprofessional Education Collaborative (IPEC) are pleased to announce East Tennessee State University (ETSU) as the recipient of the 2018 Public Health Excellence in Interprofessional Education Collaboration Award. 

A complete list of honorable mention winners and further details can be found on the IPEC website.


Chen awarded USPHS Excellence in Public Health Pharmacy Award

Former Health Professional Student Leadership Council (HPSLC) president and CIPE Curriculum and Assessment committee member, Suzie Chen was awarded the United States Public Health Service (USPHS) Health Pharmacy Award. The award is presented annually by the Pharmacist Professional Advisory Committee of the USPHS to those who a have made an impact in public health. Read the full story

What we're reading

Here at the CIPE, we are always seeking new and innovative literature to drive our mission. In an effort to share with you the exciting topics we are learning about, we will be including a series highlighting new IPE literature, programs, panel discussions and more!


Stephanie Kibby, OTD/S, Program in Occupational Therapy

Student Hotspotting: A community based learning lab with medically and socially complex patient populations

Webinar put on by the American Association of Colleges of Pharmacy on Monday, March 19, 2018, brought to you by the Health Disparities and Cultural Competence SIG.

“20% of patients account for 90% of heath care costs”

In response to such shocking statistics, The National Center for Complex Health and Social Needs created four student hotspotting hubs across the country. These hubs represent an effort to serve those most in need in our society, reduce our rising costs of health care, and manage rising incidence of chronic conditions. In this webinar, speakers from four institutions provided us with key insights regarding their respective student hotspotting hubs, challenges faced in implementation, and hopes for the future of student hotspotting programs across the country.

What is hotspotting?
Student hotspotting is an interprofessional outreach team experience. Students interact in a patient-centered manner with the sickest, most medically and socially complex patients, otherwise known as super-utilizers of care. The six-month program provides education and support to teams as they connect with patients and learn about the root causes of high healthcare utilization.

Institution Highlights
Michael Negree, Pharm.D. detailed Samuel Merritt University’s student hotspotting hub. A total of 14 interprofessional teams took part in the six-month experience. Samuel Merritt faced challenges like many IPE programs with variable student and faculty schedules, providing a valuable learning experience for those working with large teams. For more information visit Samuel Merritt University's website

Amber King, Pharm.D., BCPS. from Thomas Jefferson University noted that much like St. Louis, Philadelphia experiences a disparity in life expectancy across zip codes, as much as a 20-year difference. The hub currently represents fifteen different professions through 20 different teams. Over 200 students and advisors take part in the teams. The student hotspotting program is seen as a way to decrease this life expectancy variation. For more information visit Thomas Jefferson University's website.   

Janice Frueh, Pharm.D., BCPS. from Southern Illinois University noted that patient referrals for SUIE’s hub stem from many different community partners; i.e. hospitals, police, EMS, drug treatment courts, and homeless shelters. This student hotspotting program is coordinated by the school of medicine and consists of six internal teams and five external teams representing seven different professional degree programs. SIUE has made a special effort to try and find alignment with current student courses to ensure sustainability and participant motivation. For more information visit the Southern Illinois University website

Kyle Turner, Pharm.D. representing the University of Utah College of Pharmacy discussed how teams are working with a variety of community partners: geriatric clinics, refugee housing complexes, homeless shelters, and the Center for Latin American Studies. Their interprofessional team of students includes a medical student, pharmacy, social work and nursing trainees, and two public health PhD students. The team also includes faculty advisors including a family physician, social worker, clinical pharmacist and expert in wellness coaching. The program assesses quality of life, value driven outcomes and total cost of care, and student competency development. For more information visit the University of Utah's website

“Patients served by the Camden Coalition care teams have shown a 40% reduction in E.R. visits and a 56% decrease in hospital charges”

Social determinants of health are challenging to teach in a didactic setting. Student hotspotting programs provide an opportunity to enhance student awareness and develop intervention strategies to address critical social determinants of health.

Listen to the webinar in its entirety

Learn more about the AACP.

For more information about student hotspotting:

Professional Development Opportunities

Understanding Health Profession Identities and Their Unintended Impacts on Interprofessional Team Performance.

Washington University Medical Campus, August 2018

This workshop will address some of the biggest challenges to effective implementation of interprofessional education: biases about other professions, fragmented interprofessional spaces, and discomfort working across professions. We hope you will leave the workshop being a stronger role model for our students.

Register here.


Present Summer Art Workshop

Please join us for PRESENT, a series of summer workshops where we:

  • meet others, 
  • learn simple yoga/mindfulness exercises, 
  • draw to a guided meditation, 
  • share what we learn and 
  • enjoy ourselves! 

The workshop is from 10 – 12 pm Wednesdays until August 8. 

Additional details here


Funding Opportunity

The Call for Central Group on Educational Affairs (CGEA) Mini-Grant Proposals is now open. The CGEA seeks to promote scholarship in medical education and advance the community of scholarship within the Central region. A maximum award of $7,000 is available for multi-institution projects and $5,000 for single-institution projects.

Deadline for submission is September 30, 2018

For more information, see the CGEA Mini-Grant Proposals section on the CGEA web site.