Center for Interprofessional Practice and Education
at Washington University Medical Campus

Spring 2019 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.

Phase I Details Are Emerging

The Center for Interprofessional Practice and Education’s Curriculum and Assessment Committee (CAC) will spend the summer fleshing out the details of Phase I of the longitudinal IPE curriculum. Phase I will accommodate nearly 700 first-year learners this fall across the CIPE professional programs and consist of three 3-hour sessions. The new curriculum is highly interactive and allows for significant time for interprofessional teams to learn from each other, with each other and about each other. The interactivity and the more time are the top two suggestions by learners in recent focus group discussions.

Session I: Learners will participate in a Poverty Simulation with an intentional interprofessional debriefing and discussion of the roles of the different professions in partnering with patients/clients experiencing health issues when living in poverty. The Poverty Simulations, based on that developed by the Missouri Community Action Network, are tailored toward interprofessional health care teams and will be conducted during the afternoons of September 16-20 & 23 & 24 to accommodate 100 learners per simulation.

Session II: October 24, 2-5pm. In this dynamic session, learners will learn about each other’s curriculum and practice how to listen actively and ask open-ended questions to become more effective communicators and collaborators. Learners will have ample time to apply these skills through innovative and creative practices within their interprofessional teams.

Session III: October 29, 2-5pm. A patient or client will generously present their story to learners about how they experienced the health care system while living in poverty and share key take-aways for our learners as they develop in their professions. Subsequently, learner teams will brainstorm solutions to issues patients and clients experience living in poverty. The learners will practice active listening and asking open-ended questions.

Learners will leave Phase I having practiced foundational communication skills, worked within an interprofessional team with guidance from a skilled clinical facilitator, identified barriers to health and health care in patients and clients experiencing poverty, and gained a basic understanding of the roles and responsibilities of their team members. This will be the first step in a lifelong process for learners on how to most effectively work and learn in interprofessional care teams.

Clinicians are needed for Sessions II & III to facilitate teams of 10 students across the CIPE professions. Click for details and registration.


Calling All Facilitators and Staff for Phase I

Get-involved-in.jpgThe newly redesigned, interactive First-Year IPE Sessions are launching as Phase I of our new curriculum in Fall 2019 and we need your help!

Clinicians and staff are needed to run Phase I. Staff are needed to help run the Poverty Simulations (Sept 16-20 & 23 & 24, 12:30-4p) and clinicians/instructors are needed to facilitate interprofessional teams of students at Sessions II & III, October 24 & 29, 2-5p. Clinicians/instructors also need to register for one of the training options.

Clinicians/instructors, staff and community members can participate in rolling out the new IPE curriculum!

Clinicians/Instructors:  We need you to facilitate on these dates, same team (10 learners) both days:

  • Oct 24, 2019, 2-5 p.m.
  • Oct 29, 2019, 2-5 p.m.
  • If you’re interested in being the representative from your profession in the Poverty Simulation, it is running in seven waves in the afternoon from 12:30-4 p.m., Sept 16-24.

Training will consist of:

  • Attending a poverty simulation
  • Attending training specific to sessions II & III

As always, we will provide a detailed script and training for facilitating a team of interprofessional students, as well as offer numerous ways for you to receive the training you need. And after this, as long as you attend IPE 101 and two other workshops during the year you will be eligible to become a Master Interprofessional Educator!

Sign up to help!

Staff, upper-level students & community members: We need you to help run the poverty simulation. No training is required. Just commit to one or more afternoons 12:30-4pm, Sept 16-24, 2019. We’ll assign you a role in the simulation like a pawnbroker, rent collector, or banker. The simulations are fun and incredibly informative on a personal level and you can come learn along with the students. Register to volunteer!

Any questions? Contact us at:

CIPE Faculty Attend National Conference



Six representatives from the Center for Interprofessional Practice and Education (CIPE) attended the National Academies of Practice (NAP) annual meeting and forum in Pentagon City, VA, March 7-9, 2019. NAP is an organization dedicated to advancing interprofessional (IP) health care by fostering collaboration and advocacy. The programming and research themes for this year’s annual meeting were: IP practice models for population health, person-centered quality health care, and advocacy for IP collaboration. The location of the meeting lent itself perfectly to focus on advocacy, with an opportunity for NAP members to visit the Hill and speak directly with members of Congress to convey the importance of IP collaboration.

CIPE representatives attending were:

  • Marghuretta Bland, PT, DPT; Washington University School of Medicine
  • Heather Hageman, MBA; Center for Interprofessional Practice and Education
  • Kay Mueggenburg, PhD, MSN, RN, CHPN; Goldfarb School of Nursing
  • Patricia Nellis, OTD, OTR/L, MBA; Washington University School of Medicine
  • Alison Stevens, Pharm.D., BCPS; St. Louis College of Pharmacy
  • Rebecca Stauffer, Pharm.D.; St. Louis College of Pharmacy

Four representatives from CIPE (Bland, Nellis, Mueggenburg, and Stevens) delivered a platform presentation on the interprofessional education (IPE) transitions of care pilot that took place during the 2018 spring semester. The format for the pilot was shared, along with lessons learned from the perspective of each participating program. Stauffer, chair of the CIPE Professional Development Team, presented a poster outlining the creation of the Master Interprofessional Educator certificate to recognize involvement with IPE across the institutions. Many attendees were interested in this recognition process because often IPE efforts are completed in addition to an educator’s regular job responsibilities and may not be accurately captured in workload quantification.

Two of the most valuable aspects of attending NAP were learning about IPE experiences from other institutions, and interacting with health care professionals involved in IPE activities in both academic and clinical settings. Although the focus of the meeting was on IP collaboration in practice, other sessions discussed novel IPE student activities, and faculty development surrounding IPE. Multiple presentations focused on teaching social determinants of health through IPE activities, and other institutions shared their experiences with poverty simulations similar to the one being designed for Phase I of the CIPE curriculum. All presenters were excited and willing to share information about their IPE experiences and practice models to guide institutions that are still struggling with IPE or IP collaboration. 

One such presentation was the enlightening keynote given by Manik Chhabra, MD, a primary care physician at the Corporal Michael J Crescenz VA Medical Center in Philadelphia, Pa. Dr. Chhabra is the medical director of the Indigo PACT, which is a clinic utilizing interprofessional collaboration to serve high-risk patients with chronic pain and substance use disorders. He discussed how the opioid epidemic has moved from over- to under-prescription of opioids, leaving many patients in pain and with increased suicidal ideation. The clinic works to stop the circle of medical provider referrals by having access to interprofessional care from day one and ongoing team meetings so that all clinicians are on the same page. 

Attending the NAP annual meeting was an exciting opportunity to present and learn about IPE efforts taking place across the country. Next steps include evaluation and possible integration of these ideas into CIPE and continued presence at NAP.

Marghuretta Bland, PT, DPT
Heather Hageman, MBA
Kay Mueggenburg, PhD, MSN, RN, CHPN
Patricia Nellis, OTD, OTR/L, MBA
Alison Stevens, Pharm.D.
Rebecca Stauffer, Pharm.D.
A Day in the Life of a Doctor of Audiology (AuD) Student


Hello!  My name is Anne and I’m a third-year student in Washington University School of Medicine’s Program in Audiology and Communication Sciences (PACS).  Before joining the AuD program in PACS, I completed my bachelor’s degree in Linguistics at the University of Michigan. I wanted a graduate program where I could continue exploring my passions – language development, neuroscience, and early intervention – and Washington University offered all of this and more, including a Pediatric Audiology Specialization.

7:30 am           My morning starts early and I grab breakfast, get ready, and head out to start my day.

8:00 am           My current clinical placement is at the Center for Hearing and Balance Disorders.  I spend a few half-days each week with adult cochlear implant patients.  Today starts by reviewing patient charts and planning the appointments with my supervisor.

8:30 am           My first appointment is a cochlear implant (CI) activation. For this, we’ll program the CI through various strategies based upon the patient’s perceptions, and by the end of the process, we’ve turned on the CI and are beginning to re-introduce sound to the patient’s implanted ear. This takes about two hours. Although no can predict how a patient will react to the implant, it’s an exciting experience to share with the patient and their loved ones.

10:00 am         Next is an annual appointment for a CI patient.  We work to program and fine-tune the implant, making adjustments that will provide the patient with optimal hearing. Then we move on to functional testing, which allows us to examine the patient’s objective performance. This is done in the sound booth, where we run through a battery of sentence and word tests, both in quiet and in background noise, to determine how well they are hearing with the implant.

11:30 am         To end the morning, my supervisor and I review the day’s patients and I work on chart notes.

12:00 pm         I head back to the Central Institute for the Deaf (CID) building that houses PACS. I make my way to the student lounge to eat lunch, catch up with classmates, and review lecture notes.

1:10 pm           Next is Genetics class, where we learn about various genetic causes of hearing loss and balance disorders. Today we discuss mitosis and meiosis.

2:30 pm           My next class is Aural Rehabilitation, where we are discussing the unique challenges of working with pediatric patients, such as proper amplification strategies, benefits of early intervention, and improving language and literacy skills in children with hearing loss.

4:00 pm           Audiology Staffing is up next. This is moderated by one of our clinical preceptors, but the cases are presented by AuD students. Today’s cases are on Auditory Neuropathy Spectrum Disorder and Sudden Sensorineural Hearing Loss.

5:00 pm           I head across campus to St. Louis Children’s Hospital for my weekly meeting with my Capstone Project advisors. My project involves working with pediatric cancer survivors.

6:00 pm           I’m done for the day!  I take a walk through Forest Park and make my way back to the Central West End, where I live. Thanks 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 audiology program equips graduates for a career as a clinical audiologist. During the first three years, coursework is integrated with clinical practicum and research experiences, with students beginning with foundational coursework and on-campus clinical experiences.  By the third year, students are focused primarily on clinical practicum experiences and the Capstone Project.  The fourth year is fully dedicated to a clinical externship experience.  The curriculum covers the scope of practice and includes coursework on the basic and applied sciences, as well as prevention, identification, evaluation, and treatment of auditory and vestibular disorders.  A Pediatric Audiology Specialization is also available. The School of Medicine is committed to recruiting, enrolling and educating a diverse student body. 

Here's What We're Reading

Here at 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!

Congratulations to CIPE Steering Committee Chair, Gloria Grice co-author of the recently published AJPE article “A Call to Action: Pharmacy Education Needs to Address Diagnostic Safety”.

Check out this article by the National Academy of Medicine about Optimal Team Based Care to reduce Clinical Burnout
Professional Development Workshops

Come join us for the last workshop of AY 18-19 and celebrate afterward with your interprofessional friends and colleagues!

Applying Trauma Informed Principles When Working Within Healthcare Teams 
Tuesday, May 14, 4-6pm. Year-end networking reception to follow.
Join your interprofessional colleagues to practice trauma-informed tools to apply within your health care team. This is a follow-up to the theory based Trauma Informed Care Workshop in December 2018.