Selected Presentations & Appearances
Poster
Poster presentation
Poster Presentation - Abstract: This poster outlines the work of the Humanizing Health Care: Bridging Stories and Practice and Moral Movements courses at Duke University, which incorporate principles of interprofessional values, social justice ethics, and community-engaged practice into occupational therapy education. These courses provide a “third space” where people from varied professional backgrounds and personal perspectives can come together. The humanities challenge students with a different way of knowing—less centered on the achievement of specific technical skills or medical knowledge and more reflective of how that knowledge and those skills are implemented in daily practice in our evolving world. This poster highlights how social constructivist and transformative learning theories are brought into dialogue as OT students work with other medical students to shape one another’s professional development.
This project outlines a multifaceted approach to reducing bias and increasing equity in faculty searches within physical therapy programs. Our approach includes the formation of a diverse search committee, mandatory anti-bias training for all members, intentional recruitment strategies, and the use of blinded CV reviews and structured candidate evaluation rubrics. These strategies ensure a fair and inclusive selection process that can be replicated in other institutions. By sharing our process and outcomes, we aim to provide a framework for other physical therapy programs to follow. These strategies are also examples of how institutions can establish or align recruitment, retention, and hiring practices with D&I related missions, goals and values.
Oral abstract
Workshop format, also presented as an Oral Abstract at the same event
Presented with Sandro Pinheiro de Oliveira
This session presented a proven model for peer coaching and engage participants in each component of the process. Presenters role played a mock instructional observation and coaching session in a fishbowl format, following the recommended protocols. Participants then formed small groups/dyads to briefly role play various scenarios using the same tools. The whole group debriefed that process, identified challenges, and worked to troubleshoot possible pitfalls. Tools, resources, and strategies were shared for immediate practical use across classroom and clinical contexts.
Jacqueline Barnett1 and Rachel Porter1*, 1Duke University Physician Assistant Program, Durham, NC, 27701 U.S.A.
PURPOSE
As part of a federal grant aimed at addressing the opioid crisis, the Duke Physician Assistant
(PA) Program developed three online modules that are available without cost to health
profession students and clinicians across the country. This abstract describes the project and its
early outcomes.
METHODS
The Duke PA Program convened an interprofessional team and developed interactive learning
modules related to opioid use disorders. The modules are web-based and became available to
students and practitioners at Duke and across the country in July 2018. The three modules, Safe
Opioid Prescribing, Recognizing and Treating Opioid Misuse and Abuse, and Opioids and Pain
Management have been incorporated into the Duke PA Program curriculum, and efforts are
underway to include them in other clinical education training programs. The design of the
modules meet the continuing medical education and licensure/certification requirements for
providers in NC and other states who order or administer control substances. Individuals can
access the modules without cost through Duke or at www.aheconnect.com/pcte, making them
accessible across NC, the US, and beyond.
RESULTS
Since launching the modules three months ago, we have recorded 190 module completions.
Initial results indicate that as students and clinicians complete the modules, they are increasing
their knowledge and skills around diagnosing and treating opioid use disorders, and developing
attitudes that take away the stigma of addiction.
CONCLUSION
There are more individuals with an opioid use disorder than there are clinicians trained to care
for them. This innovative education project will assist in efforts to better prepare current and
future clinicians to participate in the care of those with an opioid use disorder and fill a much needed
gap in communities.
Presented with Jacqueline Barnett and Haley Schomburg
Session Objectives
As a result of attending this interactive session, participants were able to:
1. Recognize the need for dynamic, active teaching techniques for adult learners;
2. Discuss successes and challenges integrating technology in health professions education;
3. Describe and demonstrate innovative technologies for active learning;
4. Identify leverage points for practical instructional innovations in the classroom and clinic.
Outreach & Engaged Scholarship
United States of America
Service to the Profession
The CHIA review team reviews PAEA’s assessment item bank to identify and correct any potential biases. Members then assist in developing mitigation and correction plans for identified items.
Publications Committee: The committee oversees and develops strategies for all materials that are published in the name of the Association and oversees the quality of what is actually published. This includes the online journal MSE but also any other products that can be considered to be publications, such as the Public Affairs distributions, promotional materials for IAMSE products, and the annual conference proceedings and program. The Committee advises the Board about the appointment for MSE Editor-in-Chief and Production Editor.
Webcast Audio Seminar (WAS): The committee organizes the Web Audio Seminar series by developing series themes and descriptions, recruiting speakers and moderators providing them with instructions and orientation and sending out call to participants. The topics for the seminars are determined in collaboration with the Professional Development Standing Committee. The WAS Committee is supported by the Association Manager’s Office for the seminars operational management, follow ups and technical support, public relations of the series, registration of participants, and collecting fees. The Chair reports to the Board and is a member of the Professional Development Committee.
Service to Duke
Committee Chair
Co-chair of the DPAP Curriculum Committee
Co-chair of subcommittee for the Duke Health Professions Education Anti-Racism Task Force
Co-Chair
Council Member
Co-chair Education & Training Subcommittee
Committee Chair
Academic & Administrative Activities
Manage instructional faculty and oversee courses for the first year of the PA Program, Interim Director 2022-23, Director 2024-present
Supervise/sponsor five PA program faculty members, 2023 to present
Supervised/sponsored three PA program faculty members, 2021-2023