Center for Interprofessional Practice and Education
at Washington University Medical Campus

Winter 2021 Newsletter

In This Issue

Select a story below to expand each section

Health Professional Student Leadership Council Organizes Virtual Case Study


This past Fall, the Health Professional Student Leadership Council (HPSLC) partnered with Virtual Interprofessional Education (VIPE), an independent organization that provides virtual interprofessional case studies and session goals for schools to utilize and educate. VIPE's case that HPSLC integrated into the session promoted a discussion on various health-care roles and responsibilities when working with minority populations, specifically Black and transgender patients. Students and professionals in Audiology, Deaf Education, Medicine, Nursing, Occupational Therapy, Pharmacy, and Physical Therapy attended and discussed the case within their own group and with other professions. After attendance, students reported improved understanding of interprofessional teamwork and collaboration. Connect with the Health Professional Student Leadership Council on Facebook and Instagram!


Victoria Shihadah, B.A., Doctor of Audiology Student, Class of 2022 

Washington University School of Medicine in St. Louis. Program in Audiology and Communication Sciences
Phase I Update

The CIPE Phase I Curriculum launched a virtual curriculum in fall 2020 for approximately 600 audiology, medicine, nursing, occupational therapy, pharmacy, and physical therapy learners. Learners were assigned to 70 interprofessional teams of 10 members each with a facilitator.

Leaners worked in interprofessional teams to learn about social and structural determinants of health, practice collaborative communication skills, and develop an interprofessional care plan with feedback from a client/patient from the community.

The CIPE Phase I Curriculum evaluation assessed learners’ satisfaction, attitudes, and knowledge as a result of participating in Sessions 1-3 and data from the evaluation will be used to strengthen and improve the curriculum implementation and content.

All of the following changed in the desired direction for learners after participating in the Phase I curriculum:

  • Attitudes toward interprofessional teams
  • Skills in active empathetic listening.
  • Knowledge about SSDOH
Master Interprofessional Educator Inductees
Congratulations to the seven IPE Champions who earned the Master Interprofessional Educator Certificate!

Dennis Chang, MD; Lee Jerls, MSN, RN; Catherine Kush, DNP, GNP-BC; Tammy Burlis, PT, DPT, MHS, CCS; Angela McConachie, DNP, FNP; Amy Tiemeier, Pharm.D., BCPS and Quinn Tyminski, OTD, OTR/L, BCMH

If you’re interested in becoming a Master Interprofessional Educator, check out the requirements listed on our website.
IPE Student Teaching Certificate

In partnership with the Washington University Center for Teaching and Learning, CIPE is launching an IPE Student/Resident Teaching Certificate program for upper-level health profession students from CIPE- collaborative institutions. The 1-year training program will consist of Pedagogy 101, workshops specific to IPE and direct teaching hours facilitating in Phase I and Phase II IPE curriculum. The inaugural group of learners is starting in April 2021, more details to be shared as they are available. Thank you to the three OT students who participated in the pilot phase of this program and earned the IPE teaching certificate in fall of 2020: Ronald Drummond, Sophia Li and Mali Sati.

Culturally Conscious Care Workshop


In fall 2020, Dr. Jess Pittman and Michele Holton led a virtual workshop on Culturally Conscious Care.

Background: Our goal is to achieve a meaningful therapeutic outcome with every patient or client. Cultural humility calls us to respect the identities of others and their authority over their own experiences. Many factors may impact patient/client health, thus inquiring about, and attempting to honor, their priorities can help patients feel heard and encourage them to engage more fully in their care. Additionally, flexibility and respect for client priorities enable us to center our recommendations in their reality. This may mean making minor adjustments to our typical plan of action to increase the likelihood of adoption and success.

Culturally Conscious Care is grounded in cultural humility (cultural competence and empathy) situational awareness (including anti-racist practices and understanding of social determinants of health and structural racism) and flexibility. Becoming more informed about historical and ongoing injustices is part of the internal work to become more culturally competent and empathetic. Developing situational awareness of the societal factors that impact a patient’s health, life, and interactions with the medical system and taking proactive steps to address these on an individual patient basis is a crucial part of providing anti-racist, equitable care. This is relevant at the internal, interpersonal and systemic/structural levels. 

Specific tips for adjusting your approach in daily interactions to address cultural context and achieve equity:

  • Recognize and counter how bias may impact patient/colleague interactions
  • Consider the needs of the patient throughout each interaction
    • Ask questions to inform and address blind spots
    • Acknowledge and respond to all concerns
    • Adjust interactions when they are not going well
  • Consider the larger context in which we practice medicine, provide care, make decisions and create policies.

Considering the larger context: The presumption of equity/equality in the face of institutional/structural racism (and other isms/barriers) is inadequate for our patients. Equal or uniform treatment does not guarantee equal consequences and, in the face of ongoing disparities, will further perpetuate prejudices, disparities and poor outcomes. Perpetuation of the myth of equality contributes to confirmation bias and allows judgement directed at the patient as opposed to efforts to address the situation.

Adjusting the interaction: It is imperative to recognize and actively counter stress points in interactions with patients/clients and offer to address them by assuming positive intent, acknowledging potential barriers or challenges and presuming fault of the system before that of the patient. This is not only an individual, interpersonal consideration, it also an organizational one. If we function in a racist system and we do not acknowledge and actively work against that systematic racism, we are complicit in perpetuating the problem.

The goal of employing these tools is to provide individualized, contextualized care for each patient/client, and to form positive, therapeutic, mutually respectful relationships with each patient. On a larger scale, one must acknowledge inequities, barriers to forming relationships, and patterns of issues as they arise, then work to address and overcome these by altering individual practices and making system-level changes. Anti-racist, equitable care involves more than our internal and interpersonal interactions - it requires actively engaging with and on behalf of others to effect systemic change. Some examples follow:

  • Individual level
    • Asking name pronunciation and then ensuring all team members use correct pronunciation every time
    • Acknowledging stressors that may impact clinic attendance or bedside presence, and proactively offering assistance and understanding (support, communication)
    • Addressing all learners/trainees appropriately and respectfully
    • Considering idealized vs. necessary treatment plan and follow up schedule
  • Group/institutional level
    • Developing unit/system-level practices to capture and reinforce name pronunciation
    • Creating practices to ensure equitable communication with families unable to be at bedside
    • Adjusting clinic practices to better accommodate patient needs
    • Hours, telehealth, walk-ins
IPEC Expert Panel and NEXUS Innovation Challenge

Congratulations to Center Director Heather Hageman for being selected to both the IPEC Expert Panel and the NEXUS Innovation Challenge!



IPEC Expert Panel

The Interprofessional Education Collaborative (IPEC) has partnered with the University of Texas Health Science Center at San Antonio (UT Health San Antonio) to develop an institutional assessment tool. This tool will standardize assessment of institutional progress towards IPE implementation using the IPEC framework. A critical component to the success of the project, supported through grant funding (P21-01) from the Josiah Macy Jr. Foundation, is the formation of an interprofessional expert panel. The expert panel will contribute to tool development via item generation and selection, local pilot testing, and dissemination efforts (i.e., peer-reviewed presentations and manuscripts).

Heather was selected as one of 16 members from very competitive pool of candidates with representation from across the United States.

IPEC Expert Panel Announcement 



NEXUS Innovation Challenge

Heather was selected to participate in the 2021 Nexus Innovation Challenge. The innovation challenge is an opportunity for teams interested in applying design thinking principles to address critical challenges related to a clinical learning environment (any environment where individuals are learning and have an opportunity to influence patients and health outcomes) within their local communities.

The nine-month-long longitudinal program provides a structured experience for teams to learn and apply design-thinking principles to real-world situations and challenges in their own settings. Teams will be invited to identify an issue within their system (network, clinical unit, partnership) and develop a challenge statement that will be the focus of their design work and action plan over the course of the nine-month experience.

 NEXUS Innovation Challenge website

Here's what we're reading
Structural Competency Meets Structural Racism: Race, Politics, and the Structure of Medical Knowledge
By Jonathan M. Metzl, MD, PhD and Dorothy E. Roberts, JD in the AMA Journal of Ethics.

Can I Go Back to Normal Life After I Get a COVID-19 Vaccine?
Steve Lawrence, MD, MSc explains in this short video why we must continue to adhere to current public health measures even after we are vaccinated. 

Virtual Professional Development Events
Tips from Interprofessional Clinical Teams
March 2, 4-5pm and March 8, 12-1pm

Hear from the St. Louis Children’s Hospital Antimicrobial Stewardship Team and the Barnes-Jewish Palliative Care Team discuss how they formed, tips for how they work together successfully, and suggestions for how to address challenges.

Community Health Workers for Clinicians
April 1312–1pm and April 224– 5pm

Community Health Workers from several different health care organizations and community settings will discuss their work and how they navigate the health care system. Learn how to identify whether there is a CHW in your clinical setting and what they can do to help with your clients and patients.

Register for spring professional development events online.
IPE 101: Facilitating Small Interprofessional Groups
May/June - 8:30am - 4pm, date TBD.
Learn about the IPE competencies and the emerging CIPE longitudinal curriculum through simulation, role-play, and videos. This experience allows you to gain knowledge about implicit bias, the stereotypes of professions, and the culture of teams, while practicing your facilitation and debriefing skills.

Check out the CIPE Professional Development Events Page for the latest updates.