Center for Interprofessional Practice and Education
at Washington University Medical Campus

Spring 2018 Newsletter

The Center for Interprofessional Practice and Education at Washington University Medical Campus publishes a quarterly newsletter to share updates and professional development opportunities. For questions or to join our mailing list, contact the center!

In This Issue

Select a story below to expand each section.

Introductions and the Power of Language


Introductions and the Power of Language

During the first of the 1st year winter IPE sessions, I asked the team members to introduce themselves. “Your name, what program you are with, and why you chose the profession you did?” Many started out talking about “helping others,” a few mentioned “I was thinking about being a doctor, but…decided to go onto nursing, pharmacy, PT/OT, audiology”. I stopped the pharmacy student and said “but you are going to be a doctor – a doctor of pharmacy”. I said the same thing to the PT and OT students in our group – “congratulations on choosing to pursue a doctorate in PT/OT”.

Most of the students do not have any idea what is involved in training to be one of the other professions. Most do not know that the pharmacy students are in their fourth of 7 years toward their PharmD, or that the OT and PT candidates come like the MD students with their bachelors or equivalent. Most were unaware that other professions now train up to the level of a doctorate. In an effort to not have the nursing students feel “inferior” – working toward a Bachelor of Science in Nursing (BSN), I pointed out that many of the Goldfarb students have been working in a health care field and are coming back to complete their BSN in an accelerated program. In fact, more than 20 percent of the nursing students in these sessions already possess a prior bachelor or master’s degree.

It’s the perfect opportunity to mention that words matter – titles and hierarchies (real and assumed) carry clout in a big academic medical center. “Doctor” is a title of respect and honors the work completed to obtain that degree. While a doctor of pharmacy is different from a doctor of nursing, or doctor of occupational therapy, or doctor of medicine, they are all doctorates. Every profession within the health care team fulfills a specific role, one that is essential to a high performing, integrated team. We discussed that in the clinical setting most patients use the term doctor to refer to physicians. This is historically correct, but as other professions change, this moniker will become less accurate. Referring to myself as a physician, not a “doctor,” is still something I have to make a conscious effort to do, but my choice of titles does not undermine my own knowledge or authority – it raises others'. This is even more important in tertiary care centers where patients are exposed to many physicians, so communicating that you are the primary care physician and not, for example, the cardiologist is even more helpful. It will take time to retrain both patients and other health professionals to embrace the newer terminology.

Doug Char, MD |   Washington University Emergency Medicine

A Day in the Life of a Nursing Student, Stacie Smith


A Day in the Life of a Nursing Student

Meet Stacie Smith, a student at Goldfarb School of Nursing at Barnes-Jewish College who is nearing the end of her 20-month program. She’ll graduate in August 2018 with a BSN degree – and a desire to work in adult critical care. If you spend a few minutes talking with Stacie, it will soon become evident she’s smart, motivated, compassionate and hard-working, all traits that will help ensure an accomplished career.

But the best way to get to know Stacie may be to follow her around for a day or two, from lecture hall, to nursing unit, to mentoring sessions. Describing her life, Stacie says, succinctly, “I’m extremely busy.” Evidence suggests that’s true.

Gearing up: Stacie is out of bed by 6 a.m. and preparing for her hour-long commute to Goldfarb’s West Campus Site and neighboring Missouri Baptist Medical Center. If her day is going to include a clinical rotation, Stacie is up by 4 a.m.

In the lecture hall: On Wednesdays this term, Stacie is in her first class of the day by 8 a.m. Her Adult Health lecture runs until just after noon, with a few essential coffee breaks throughout. Stacie takes her caffeine straight: “I’m on a first-name basis with the staff of the nearby Starbucks.” Adult Health is followed by Leadership, which runs until 4:50 p.m. “There was a learning curve,” Stacie says, referring to the length and intensity of lectures. But she’s now “watching all the pieces come together,” as information from one class builds on what’s learned in another.

Hands-on learning: This semester, Stacie says clinicals have placed her on the 12th floor (neuro) at St. Louis Children’s Hospital and on 11400 (also neuro) at Barnes-Jewish Hospital. Her final term will introduce her to critical-care nursing. Clinical rotation includes observing the nursing team huddle, then shadowing a nurse involved in patient care. After each clinical is complete, she submits a self-evaluation. As Stacie nears the end of her degree program, she spends less time in lecture and more on the nursing floor, logging 13 hours weekly in a clinical setting.

Leadership in practice: Stacie is not just a student, she’s a teacher, too, serving as a student mentor and tutor. She meets with assigned mentees at least monthly for hour-long sessions. “I like working with new students, helping to calm their nerves by answering questions,” she says. Participating in a new Goldfarb program, Stacie also records tutor videos that dispense tips on how to succeed in lecture classes. And she is a Student Ambassador, which gives her networking opportunities on and off campus.

More experience: Stacie also holds down a part-time job, working as a patient care tech at Saint Luke’s Hospital on 8700, its surgical floor.

Winding down: At the end of her day on campus, Stacie makes time for a fitness class or a stress-reducing run. Dinner’s done by 7 p.m. or so; homework follows. Then it’s bed at 10 for a few hours before the alarm goes off.

Staying motivated: Stacie says her interest in nursing solidified when she was in high school. Her uncle, who was terminally ill with metastatic lung cancer, came to live with her family. And Stacie did what she could to help make him comfortable. “He used to tell me that if I was his nurse, he would live forever,” she says.

Goldfarb School of Nursing at Barnes-Jewish College offers three program options for Bachelor of Science in nursing degrees. The options are: a 20-month upper-division option for undergraduate transfer students, a 12-month accelerated option for students with a bachelor’s degree in a non-nursing field and an RN to BSN online option for registered nurses seeking their bachelor’s. Goldfarb’s graduate and post-graduate degree options include a variety of Master of Science in Nursing concentrations and Doctorate of Nursing options. To learn more about Goldfarb’s academic programs visit

Angela (Benassi) Trower
Director of Marketing and Communications
Goldfarb School of Nursing at Barnes-Jewish College

Innovative IPE Pilot focused on Transitions of Care

Development of an innovative Interprofessional Education (IPE) experience focused on transitions of care in a longitudinal Introductory Pharmacy Practice Experience (IPPE) course

When patients are being discharged from the hospital to home, they are susceptible to medical errors and adverse drug events. Studies have provided evidence that a collaborative approach to care can reduce medication discrepancies during this transitional period. We believe that through teaching our students about utilizing an interprofessional team approach during transitions of care, there is potential for decreasing costs, re-hospitalizations and improving patient satisfaction.

A longitudinal IPPE with an emphasis on transitions of care for P3 pharmacy students is being developed for the 2018-2019 school year. This spring, an interprofessional team of faculty from St. Louis College of Pharmacy, Goldfarb School of Nursing, and Washington University School of Medicine launched an innovative IPE pilot that focused on team-based patient education at the time of discharge. The pilot was approved by the Washington University Institutional Review Board in January 2018 and the St. Louis College of Pharmacy Institutional Review Board in February 2018. One goal of the pilot was to determine the feasibility of incorporating the experience into all programs’ curricula. In addition, coordinators wished to gain student insight into the value of the experience to generate ideas for future expansion of experiential offerings.

Twenty-five students, five from each profession (medicine, nursing, occupational therapy, pharmacy, and physical therapy), volunteered to participate in the pilot. The pilot experience was structured into three sections. The first section was done individually and consisted of completion of two online cases focused on transitions of care. The St. Louis College of Pharmacy provided funding for use of the CareCases software from CaseNetwork®. Themes of the cases centered on medication management and transition planning/information transfer. Students were given discussion questions to prepare for the in-class session that followed.

The second section was an in-class discussion session on February 7th, 2018. Each student was assigned to an interprofessional group consisting of one student from each profession. All groups discussed both cases during the two-hour class session, and the experience was closed with a large group debrief presentation emphasizing best practices and important takeaway points from each case.

The last section of the pilot is an experiential activity. Each interprofessional group met with a medical resident facilitator to walk through a simulated discharge on a hospitalized patient to highlight issues that should be addressed to facilitate a safe discharge. As of March 31st, all groups of students had completed the three components of the pilot.  

With all of the experiential sessions complete, the student pre and post experience survey data will be compiled and analyzed by the interprofessional team of coordinators. A modified version of the case exercise will be incorporated in the fall as an IPE session in the IPPE transitions of care course in the pharmacy curriculum.

Alison Stevens, PharmD, BCPS | St. Louis College of Pharmacy


Coordinators for this project:

Maggie Bland PT, DPT, NCS, MSCI1; Kay Mueggenburg PhD, MSN, RN, CHPN2; Pat Nellis, OTD, OTR/L, MBA1; Alison Stevens PharmD, BCPS3 and Tim Yau MD1

1Washington University School of Medicine; 2Goldfarb School of Nursing; 3St. Louis College of Pharmacy, St. Louis, Missouri

New Curriculum Development



The CIPE Moves Forward with New Curriculum Development

The CIPE’s Curriculum and Assessment Committee (CAC) has developed a draft core curriculum framework outlining the objectives for learners in the Interprofessional Education (IPE) Curriculum. The framework has been endorsed by the CIPE Steering Committee and is being reviewed this spring by the profession-specific curriculum committees for feedback and integration with their curricula.

The CAC is making progress on its charges and has mapped existing IPE activities and each profession’s program curriculum requirements to the learning objectives in the draft core IPE curriculum framework. The CAC also has agreed on a general structure for the curriculum:

  • Introductory: universal activity for all CIPE professions
  • Developmental: a menu of selective activities involving two or more CIPE professions
  • At Graduation: potentially a universal activity to be determined

Using the recommended structure for the longitudinal core IPE curriculum, the CAC will develop a new introductory phase universal activity to launch in Fall 2019. The CIPE has partnered with the Evaluation Center at the Washington University Brown School of Social Work to develop an evaluation plan for the IPE curriculum and intends to hold a stakeholder retreat this summer to obtain feedback on the curriculum model and evaluation plan.

If you are interested in learning more, talk to the Curriculum Committee representative for your profession.

Clinical Happenings: St. Louis Dental Education and Oral Health Center



Clinical Happenings:

St. Louis Dental Education and Oral Health Center (St. Louis Dental Center)

1500 Park Ave. St. Louis, MO 63104
(Southeast corner of Truman Parkway and Park Ave.)

Opened in 2015, the St. Louis Dental Education and Oral Health Center is a partnership between A.T. Still University- Missouri School of Dentistry & Oral Health (ATSU-MOSDOH) and Affinia Healthcare. ATSU-MOSDOH develops and manages the third- and fourth-year dental curriculum for student dentists. Clinic operations are managed by Affinia Healthcare.

ATSU-MOSDOH dental students complete their first two years in Kirksville, Missouri, on A.T. Still University of Health Sciences’ Missouri campus. ATSU serves as a learning-centered university dedicated to preparing highly competent professionals through innovative academic programs with a commitment to continue its osteopathic heritage and focus on whole person health care, scholarship, community health, interprofessional education, diversity, and underserved populations. ATSU-MOSDOH students are immersed in biomedical and behavioral science courses, as well as pre-clinical courses in our state of the art interprofessional education building and dental simulation clinic.

At the end of their second year, students transition to the 93-chair St. Louis Dental Center. This is a collaborative, innovative dental center providing the highest standard of academic program, scientific inquiry and service for dental students, and exceptional oral health care to diverse patients in an evolving health care environment.

General and specialty dental services begin with a comprehensive exam and individualized treatment plan. Student dentists are supervised by licensed dentists and dental specialists to provide a full range of dental services, including cleanings, fillings, periodontal therapy, root canals, crowns, implants, dentures and extractions. Limited orthodontic treatment is available. Our pediatric dental clinic is designed to provide comprehensive, comfortable dental care to children.

The St. Louis Dental Center offers discounted fees, and Medicaid and private insurance plans are accepted. Please call 314.833.2700 for an appointment at the St. Louis Dental Center.

Patricia Inks, BSDH, MS   
Associate Director of Dentistry in the Community and Integrated Community Service Partnerships
Missouri School of Dentistry & Oral Health at The St. Louis Dental Center

Professional Development Opportunities

Professional Development Opportunities


IPE 201* Managing Challenging Scenarios in Interprofessional Small Group Facilitation
Wednesday, April 18, 2018, 4:00 pm – 6:00 pm
St. Louis College of Pharmacy
Snacks will be provided. 

Hands-on workshop to learn about different conflict management styles and to practice strategies for facilitating interprofessional teams. 

Please register HERE by April 10th.

Professional Resilience 
May 10, 2018, 4:00 pm – 6:00 pm
Followed by a 1-hour networking reception.
Goldfarb School of Nursing

Explore the reasons why health professionals are at increased risk for compassion fatigue, and learn about tools to  help combat it in order to build professional resilience.

Please register HERE by May 2nd.

Professional Identities
July 23, 2018, 8:00am - 12:00pm


Check our our Events page for continually updated events happening in our community.