Meet the Scholars
Each Macy Faculty Scholar engages in activities to enhance their career as an educator, as well as pursuing a mentored educational innovation project at their home institution.
Ashley Darcy-Mahoney, PhD, NNP, FAAN
George Washington University School of Nursing
Ashley Darcy-Mahoney is a neonatal nurse practitioner and an Assistant Professor at The George Washington University (GW) School of Nursing. She has worked throughout her career to advance nursing research, education, and practice with a focus on long-term cognitive and social outcomes of high-risk neonates. As the director of infant research at GW’s Autism and Neurodevelopmental Disorders Institute, Dr. Darcy-Mahoney advances the body of research on infant health and developmental outcomes in high-risk infants.
As a Macy Faculty Scholar, Dr. Darcy-Mahoney will educate future pediatric clinicians in understanding the drivers of inequity, including how poverty and related social determinants of health have a vital link to early brain and child development. Her proposal, the Pediatric Equity Scholars, will equip future nurses and doctors with the knowledge, skills, and courage to build more equitable health systems and organizations.
Angela M. McNelis, PhD, RN, FAAN, ANEF, CNE, Professor and Associate Dean for Scholarship, Innovation, and Clinical Science at The George Washington University School of Nursing, serves as Dr. Darcy-Mahoney’s mentor.
Maja Djukic, PhD, RN
New York University Rory Meyers College of Nursing
Maja Djukic is an Assistant Professor at the New York University Rory Meyers College of Nursing where she teaches quality improvement and evidence-based practice. She is dedicated to educating health professionals in healthcare quality and safety competencies essential for high value care. To date she has used innovative educational technologies such as virtual patients and simulation to build interprofessional teamwork competencies for nursing and medical students. She has also led national research efforts to assess nurse quality, safety preparedness and inform educational gaps and solutions in this area.
As a Macy Faculty Scholar, Dr. Djukic will apply her expertise in quality improvement, teamwork, and educational technologies to develop her project which is entitled Integrating Management of Patient Panels Across the Curriculum with Technology (IMPPACT). The aim of the IMPPACT project is to prepare pre-licensure nursing students for enhanced roles in primary care by building their panel management competencies using a virtual patient practice model.
Judith Haber, PhD, APRN, BC, FAAN, The Ursula Springer Leadership Professor in Nursing at the New York University Rory Meyers College of Nursing, serves as Dr. Djukic’s mentor.
Jed Gonzalo, MD, MSc
Penn State College of Medicine
Jed Gonzalo is an Assistant Professor of Medicine and Public Health Sciences, and Associate Dean for Health Systems Education at Penn State College of Medicine. His work focuses on two areas in medical education: (1) the emerging field of Health Systems Science, and (2) the relationship between education and practice within health systems.
As a Macy Faculty Scholar, Dr. Gonzalo proposes to develop an interprofessional Health Systems Science Academy where faculty (e.g. nurse, physician, advanced-practice clinician, and staff), resident/fellow trainees, and student teams will collaboratively acquire systems and teaching competencies in a nine-month curriculum, and apply them to educational projects aligned with local needs. Dr. Gonzalo will also create a “Virtual Health Systems Science Academy” linking the Macy Faculty Scholar network and members of the Accelerating Change in Medical Education Consortium. The goals of these initiatives are to accelerate the education of systems-ready providers, and improve health systems and patient health.
Paul Haidet, MD, MPH, Director of Medical Education Research and Professor of Medicine, Humanities, and Public Health Sciences at the Penn State College of Medicine, serves as Dr. Gonzalo’s mentor.
Jennifer Kesselheim, MD, MEd
Harvard Medical School
Jennifer Kesselheim is an Assistant Professor of pediatrics at Harvard Medical School (HMS). Since 2013, she has directed the Master of Medical Sciences (MMSc) in Medical Education, a two-year degree program pairing formal coursework in medical education with a yearlong thesis component. Dr. Kesselheim’s leadership experiences have inspired numerous scholarly pursuits focused on ethics training, humanism education, entrustable professional activities, social media in medical education, and the balance of service and education.
As a Macy Faculty Scholar, Dr. Kesselheim aims to lead a study designed to deliberately and systematically weave interprofessional education into the required HMS pediatric clerkship. The intervention will blend four new curricular elements including formal introduction to interprofessional collaboration, daily participation in interprofessional practice, interviews of interprofessional teammates, and an interprofessional simulation experience. An emphasis will be placed on assessing interprofessional teamwork.
Edward M. Hundert, MD, the Dean for Medical Education and the Daniel D. Federman, MD Professor in Residence of Global Health and Social Medicine and Medical Education at the Harvard Medical School, serves as Dr. Kesselheim’s mentor.
Jeanette M. Tetrault, MD, FACP, FASAM
Yale University School of Medicine
Jeanette Tetrault is an Associate Professor of Medicine and Program Director for the Addiction Medicine Fellowship at Yale University School of Medicine. She has dedicated her career to advancing education and scholarship in the field of addiction medicine. As such, she teaches addiction medicine to students, residents, fellows and providers in practice. She is on the Board of Directors for the Addiction Medicine Foundation and for the Addiction Medicine Fellowship Directors Association.
As a Macy Faculty Scholar, Dr. Tetrault will build on the existing infrastructure of the Interprofessional Longitudinal Clinical Experience at Yale (ICLE) to develop an interprofessional curriculum where learners will apply the chronic disease model to addiction, enhance clinical skill development, and characterize the challenges patients and their families may face while navigating the healthcare system. She will rigorously evaluate the curriculum and develop a dissemination toolkit for replication at other institutions.
David A. Fiellin, MD, Professor of Medicine in the Department of Internal Medicine at Yale University School of Medicine, serves as Dr. Tetrault’s mentor.
DorAnne Donesky, PhD, RN
University of California, San Francisco School of Nursing
DorAnne Donesky is an Adult Nurse Practitioner and Associate Professor at the University of California, San Francisco School of Nursing. She teaches palliative care and pathophysiology, and is Co-director of the Clinical Nurse Specialist Program. Her career is dedicated toward improving the quality of life for patients living with serious illness by providing team-based palliative care education to students and practicing clinicians in the four core palliative care disciplines of medicine, nursing, social work, and spiritual care. Although palliative care is interprofessional by definition, very few palliative care courses for learners or practitioners are designed for all core disciplines. As a Macy Faculty Scholar, Dr. Donesky will develop an interprofessional center for palliative care education that will become a national model for other institutions to follow.
Patricia O’Sullivan, EdD, Professor in the Department of Medicine and Director of Research and Development in Medical Education in the Center for Faculty Educators at the University of California, San Francisco School of Medicine, serves as Dr. Donesky’s mentor.
Cristina M. Gonzalez, MD, MEd
Albert Einstein College of Medicine
Cristina Gonzalez is an Associate Professor of Clinical Medicine at Albert Einstein College of Medicine, a Robert Wood Johnson Amos Medical Faculty Development Program Scholar, and a recent graduate of the Association of American Medical College’s Leadership Education and Development Program. At Einstein, Dr. Gonzalez is the Chair of the Clinical Prevention and Population Health Task Force and a member of the Curriculum Design Executive Committee, chairing its Program Outcomes and Evaluation Design Team. She is dedicated to enhancing medical education to improve the health of vulnerable and marginalized populations and to training physicians who will contribute to achieving health equity.
As a Macy Faculty Scholar, Dr. Gonzalez will design, implement and rigorously evaluate a longitudinal curriculum for medical students in implicit bias recognition and management. The overall goal is to improve patient safety and decrease provider contributions to healthcare disparities by mitigating the influence of implicit bias on clinical decision-making.
Paul Marantz, MD, Associate Dean for Clinical Research Education and Professor of Clinical Epidemiology & Population Health at Albert Einstein College of Medicine, serves as Dr. Gonzalez’s mentor.
Temple Ratcliffe, MD, FACP
University of Texas School of Medicine at San Antonio
Temple Ratcliffe is Co-Director of the Internal Medicine Clerkship at the University of Texas School of Medicine at San Antonio. He is an Internist who has been engaged in health professions education for the past decade. Previously he served as both Associate Internal Medicine Clerkship Director for the Uniformed Services University and Associate Program Director for the San Antonio Uniformed Services Healthcare Consortium’s Internal Medicine residency. His teaching has been recognized by eleven medical student, resident, or program teaching awards. His current educational areas of interest and research include clinical reasoning, sensemaking, medical student and resident assessment, and interprofessional education.
As a Macy Faculty Scholar, Dr. Ratcliffe will implement a patient-partnered, collaborative, interprofessional care model that immerses learners in an authentic team-based clinical experience. Specifically, Dr. Ratcliffe is developing orientation materials, curricula and assessment tools to foster positive learner experiences.
Luci Leykum, MD, Professor and Associate Dean for Clinical Affairs at the University of Texas Health Science Center at San Antonio School of Medicine, serves as Dr. Ratcliffe’s mentor.
Tyler Reimschisel, MD, MHPE
Vanderbilt University School of Medicine
Tyler Reimschisel is an Assistant Professor of Pediatrics and Neurology and Director of the Division of Developmental Medicine in the Department of Pediatrics at Vanderbilt University Medical Center. As a clinical neurogeneticist he cares for individuals with intellectual and developmental disabilities. Dr. Reimschisel’s current education roles include Vice Chair for Education in the Department of Pediatrics, Associate Director of the Pediatric Residency Program, and Director of the Vanderbilt Leadership Education in Neurodevelopmental Disabilities program. His major education interests include team-based learning, leadership training, and interprofessional practice. He has extensive experience in curricular reform, having co-led the redesign of the preclerkship phase of Vanderbilt’s new medical school curriculum.
As a Macy Faculty Scholar, Dr. Reimschisel plans to develop a working-learning health system in which patient panels drive the training of interprofessional teams of students, residents, and faculty as they care for their patients across the spectrum of clinical and community settings.
Bonnie Miller, MD, Senior Associate Dean for Health Sciences Education and the Executive Vice President of Educational Affairs for Vanderbilt University Medical Center, serves as Dr. Reimschisel’s mentor.
Jing Wang, PhD, MPH, MSN, RN, FAAN
University of Texas Health Science Center at Houston School of Nursing
Jing Wang is an Associate Professor at the University of Texas Health Science Center at Houston (UTHealth) School of Nursing. She is also adjunct faculty at the School of Biomedical Informatics. She is a current fellow of the Health Educator Fellowship Program at UTHealth, and serves as a member of the Advisory Council at the UTHealth Center for Interprofessional Collaboration. She is a dedicated educator working with students from all levels in nursing, public health, and informatics. Dr. Wang’s scholarly work focuses on patient-engaged and patient-centered interprofessional education, research, and practice.
As a Macy Faculty Scholar, Dr. Wang will develop, implement, and evaluate an innovative interprofessional curriculum on mobile and connected health technologies involving six health science schools. The curriculum will help prepare a healthcare workforce ready to meet the challenges arising from the increasing uses of mobile and connected health technologies in healthcare. It will also facilitate student learning and creative thinking in interprofessional education and practice for patient-centered care of underserved populations in primary care and independent senior living communities.
Carmel Dyer, MD, the Roy M. and Phyllis Gough Huffington Chair in Gerontology and the Nancy P. and Vincent F. Guinee, M.D. Distinguished Chair in Gerontology, serves as Dr. Wang’s mentor.
Lauren Collins, MD
Sidney Kimmel Medical College at Thomas Jefferson University
Lauren Collins is an Associate Professor of Family and Community Medicine and Geriatrics at Thomas Jefferson University, Associate Director of Jefferson’s Center for Interprofessional Education (JCIPE), and Director of Jefferson’s Health Mentors Program. She has received Jefferson’s Interprofessional Education Award, three AAMC/Macy Collaborative Development Awards, and a HRSA Geriatric Academic Career Award. Dr. Collins’ career focus and passion is for interprofessional education (IPE) curricular innovation and scholarship. Her career goals include cultivating highly competent students, serving as a national leader and advocate in interprofessional education and care (IPE/C), creating a replicable model for IPE/C training, developing accurate and measurable achievement of IPE core competencies, and disseminating a novel mobile application platform for IPE standardized assessment.
As a Macy Faculty Scholar, Dr. Collins’ proposed project, “Creating a VERTICAL IPE/C Curriculum,” will develop a sustainable IPE/C curriculum across Jefferson’s educational continuum. The VERTICAL curriculum (Value-driven, Ethical, Responsible, Team-based, Interprofessional, Collaborative Aligned Leaders) will bridge the gap between IPE and clinical practice.
Christine Arenson, MD, Professor in the Department of Family and Community Medicine and Co-Director of the Jefferson Center for InterProfessional Education at Thomas Jefferson University, serves as Dr. Collins’ mentor.
Cheryl Woods Giscombé, PhD, MSN, RN, PMHNP
University of North Carolina at Chapel Hill School of Nursing
Cheryl Giscombé is a LeVine Wellness Distinguished Associate Professor at the University of North Carolina at Chapel Hill School of Nursing, a Psychiatric Nurse Practitioner, Social/Health Psychologist, and Robert Wood Johnson Foundation Nurse Faculty Scholar. She is dedicated to educating health professions students and facilitating excellence in the provision of care to underserved populations. Her federally-funded scholarly endeavors focus on reducing stress-related health disparities, investigating the cultural-relevance of mindfulness-meditation, and developing community-based, person-centered interventions to promote health. She has completed NIH and SAMHSA fellowships, and was named an American Psychological Association Early Career “Leader in the Field.”
As a Macy Faculty Scholar, Dr. Giscombé will develop the Interprofessional Leadership Institute for Mental Health Equity to engage pre-professional students in curricula and service-learning activities to promote integration of community-based strategies while targeting social determinants of health and policy change. The Interprofessional Leadership Institute will also enhance workforce diversity (in partnership with Racial/Ethnic Minority-Serving Colleges/Universities) while facilitating educational innovations to eliminate mental health disparities.
Giselle Corbie- Smith, MD, Professor in the School of Medicine and Director at the Center for Health Equity Research at the University of North Carolina at Chapel Hill, serves as Dr. Giscombé’s mentor.
Deepthiman Gowda, MD, MPH
Columbia University College of Physicians and Surgeons
Deepthiman Gowda is an Associate Professor of Medicine at Columbia University’s College of Physicians and Surgeons. Dr. Gowda serves as Course Director of Foundations of Clinical Medicine, Chair of the Fundamentals Curriculum Committee, and Director of Clinical Practice in the Narrative Medicine Program. He also serves on the New York City Board of Health. To date, Dr. Gowda’s efforts have focused on care to underserved communities, clinical skills education, interprofessional education, and narrative medicine.
As a Macy Faculty Scholar, Dr. Gowda will introduce narrative medicine-based interprofessional education to a patient-centered medical home. The project, which aims to enhance team effectiveness, will impact nurses, medical assistants, medical students, resident physicians, attending physicians, and administrative staff. The project will also develop and study a model for interprofessional education in clinical settings that better aligns with the missions of education and health care delivery in academic health centers.
Rita Charon, MD, Professor of Clinical Medicine and Director of the Program in Narrative Medicine at the Columbia University College of Physicians and Surgeons, serves as Dr. Gowda’s mentor.
Lisa Kitko, PhD, RN
Penn State University College of Nursing
Lisa Kitko is an Assistant Professor and Interim Coordinator of the online MSN Programs in the College of Nursing at The Pennsylvania State University. As the recipient of the inaugural Janet A. Williamson Excellence in Teaching Award, Dr. Kitko’s passion for and expertise as an educator of students at all levels (baccalaureate, masters, and doctoral) was recognized.
As a Macy Faculty Scholar, Dr. Kitko will develop and implement a palliative care post-graduate certificate program with interprofessional practicum and joint didactic courses. One of the innovative features of the course is the interprofessional team-based collaboration between students from numerous disciplines (medicine, nursing, pharmacy, psychology, social work, and chaplaincy). The overall goal is to expand the pool of providers with knowledge in basic palliative care leading to improved care coordination and communication among providers, patients, and families.
Mary Ersek, PhD, Professor of Palliative Care at the University of Pennsylvania School of Nursing and Director of the Veterans Health Administration PROMISE (Performance Reporting and Outcomes Measurement to Improve the Standard of care at End-of-life) Center, serves as Dr. Kitko’s mentor.
Bridget O’Brien, PhD
University of California San Francisco School of Medicine
Bridget O’Brien is an Associate Professor of Medicine and faculty in the Office of Research and Development in Medical Education at the University of California, San Francisco where she teaches learners in the UCSF-University of Utrecht doctoral program, Health Professions Education Pathway, and Teaching Scholars Program. At the San Francisco VA, she directs evaluation for the Center of Excellence in Primary Care Education and a Fellowship in Health Professions Education Evaluation and Research. As a co-author of Educating Physicians: A Call for Reform of Medical School and Residency, she brought workplace learning to the forefront and now focuses on interprofessional workplaces.
As a Macy Faculty Scholar, Dr. O’Brien will develop resources for interprofessional teams to negotiate roles, achieve a shared understanding of complex situations, and ensure the contribution of each team member to quality patient care.
Patricia O’Sullivan, EdD, Professor in the Department of Medicine and Director of Research and Development in Medical Education in the Center for Faculty Educators at the University of California, San Francisco School of Medicine, serves as Dr. O’Brien’s mentor.
Meg Zomorodi, PhD, RN, CNL
University of North Carolina at Chapel Hill School of Nursing
Meg Zomorodi is a Clinical Associate Professor at the University of North Carolina at Chapel Hill School of Nursing. Dr. Zomorodi serves as the Coordinator for the Health Care Systems Graduate Program and is currently the Chair of the Executive Committee for the Master’s Program. She is currently serving as the IPE Director for the School of Nursing and is leading an effort to improve interprofessional collaboration across the Health Affairs Schools. Dr. Zomorodi serves on the editorial board for the Journal of Interprofessional Education and Practice. She received her BSN and PhD from the University of North Carolina at Chapel Hill and is a graduate of the Sigma Theta Tau International Nurse Faculty Leadership Academy. She has published in several nursing education and interprofessional journals and has presented workshops and symposia at international meetings focused on interprofessional education and implementation strategies.
Charles Vega Jr., MD
University of California Irvine School of Medicine
Charles Vega is a member of the faculty in the Department of Family Medicine at UC Irvine and holds the title of Health Sciences Clinical Professor. He is the Executive Director of UCI’s Program in Medical Education for the Latino Community and is currently Director of UCI’s Patient-Centered (PACE) curriculum. He assumes the role of Associate Dean for Diversity and Inclusion at the UCI School of Medicine in July, 2016.
Dr. Vega has seen patients and taught medical students and residents at UC Irvine’s Family Health Center – Santa Ana for the past 19 years. This clinic is a federally-qualified health center and the largest safety-net clinic for Orange County. Dr. Vega’s academic interests are focused on access to quality, compassionate medical care for underserved populations, and the development of training programs to promote this vision of healthcare.
Deanna Reising, PhD, RN, ACNS-BC, FNAP, ANEF
Indiana University School of Nursing
Deanna Reising is an Associate Professor of Nursing at Indiana University; Clinical Nurse Specialist and Magnet Program Co-Director at Bloomington Hospital, Bloomington, IN; and System Magnet Coordinator for Indiana University Health. She has taught in bachelors, masters, and doctoral programs. Dr. Reising is an expert in interprofessional education and practice, and her career focus has been in developing experiential learning environments for nursing and health professions students. Dr. Reising also provides research and legal consultant services for health care facilities. She also serves as the site liaison for Indiana University to the National Center for Interprofessional Practice and Education. Dr. Reising is a Nursing Education Fellow awarded through the National League for Nursing, and a Distinguished Fellow and Scholar through the National Academies of Practice.
Sarah Peyre, EdD
University of Rochester Schools of Medicine and Nursing
Sarah Peyre is the Assistant Dean for Interprofessional Education, an Associate Professor of Surgery, Nursing, Medical Humanities and Bioethics at the University of Rochester Medical Center (URMC). She serves as the Director of the Institute for Innovative Education and the Director of the Center for Experiential Learning; both of which support the educational missions of the School of Medicine and Dentistry, School of Nursing, Eastman Institute of Oral Health, Strong Hospital and Faculty Practice Group. Dr. Peyre has published in the fields of surgical education and interprofessional education. Prior to joining URMC in 2011, she served as the Director of Education and Research for the STRATUS Center for Medical Simulation at the Brigham and Women’s Hospital and an Assistant Professor of Surgery at Harvard Medical School. She received her Bachelor of Arts in Sociology from the University of California at Berkeley, and her Master in Medical Education and Doctorate in Educational Psychology from the University of Southern California.
Douglas Larsen, MD, MEd
Washington University in St. Louis School of Medicine
Douglas Larsen is an Associate Professor of Neurology and Pediatrics at the Washington University in St. Louis School of Medicine. He serves as the Director for Medical Student Education for the Division of Pediatric Neurology and is a member of the Education Research Sub-committee of the American Academy of Neurology, which oversees the education research grants and education research fellowship for the Academy. He is an associate editor for Advances in Health Sciences Education. Doug developed an extensive research program focused on applying cognitive psychology findings to education through test-enhanced learning. More recently his education and research efforts have been directed at work-based learning. Doug’s current work examines both self-regulation and social regulation of learning in clinical environments through student-generated learning goals. He has a particular interest in applying socio-material theories to investigate and develop educational practices.
Laura Hanyok, MD
Johns Hopkins University School of Medicine
Laura Hanyok is an Assistant Professor of Medicine at the Johns Hopkins University School of Medicine and holds a joint appointment in the Johns Hopkins University School of Nursing. She is nationally known as a clinician educator with expertise in interprofessional education and primary care. Dr. Hanyok serves as Director of Interprofessional Education for her medical school where she has established core longitudinal interprofessional education events and is currently working to expand interprofessional learning opportunities in clinical rotations. She is also leading efforts to expand interprofessional collaborative practice within Johns Hopkins Medicine. Dr. Hanyok directs the residency continuity practice of the Johns Hopkins Bayview Internal Medicine Residency Program, and is involved in many primary care efforts at Hopkins. She has published in several internal medicine and interprofessional education journals and has presented workshops and symposia at national meetings focused on primary care and interprofessional education.
Lisa Day, PhD, RN, CNE
Washington State University College of Nursing
Lisa Day is a Clinical Professor at Washington State University College of Nursing; scholarship focuses on teaching and learning with emphasis on professional identity formation and values-based education. Dr. Day collaborated on a project to develop a process-based course in values clarification and professional identity for beginning nursing students; the course is now taught in four nursing schools in the U.S. and one in Taiwan, and Dr. Day and her colleagues are now working on a similar interprofessional course. She was teaching in the accelerated BSN program and collaborating with colleagues in the Duke University School of Medicine and in the Duke Health System (DUHS) to design interprofessional learning opportunities for RN students. Teaching will expanded to MSN courses that will allow for more interprofessional collaboration and development of on-line teaching skills. Dr. Day enrolled in a program to obtain certification as a Psychiatric Nurse Practitioner in order to re-enter and stay connected to up-to-date nursing practice in complex, interprofessional clinical environments.
Memoona Hasnain, MD, MHPE, PhD
University of Illinois at Chicago College of Medicine
Memoona Hasnain is an Associate Professor at University of Illinois at Chicago (UIC) College of Medicine and AVP for Education at Foundation for Advancement of International Medical Education and Research (FAIMER) in Philadelphia. The primary focus of Dr. Hasnain’s work is at the intersection of medicine and public health, with a special emphasis on interprofessional education and social determinants of health to address health disparities. Dr. Hasnain’s work has been consistently externally funded and published in peer reviewed journals. She has received numerous accolades for her research and teaching, including the Teaching Recognition Award by the UIC Council for Excellence in Teaching and Learning, the Health Policy and Administration Distinguished Alumni Award from UIC School of Public Health, and the Susan La Flesche Picotte, M.D. Health Equity Pioneer Award from UIC College of Medicine. She is past Chair of the Group on Faculty Development for the Society of Teachers of Family Medicine.
Kelly Karpa, PhD, RPh
Penn State College of Medicine
Kelly Karpa is an Associate Professor in the department of Pharmacology at Penn State University College of Medicine where she is the newly appointed director of the Office of Interprofessional Education and Teamwork. In addition to developing an IPE thread across the medical school curriculum, Dr. Karpa also plays integral roles in threading pharmacology throughout the curriculum and leading initiatives that promote safe and effective medication utilization. Recently, she led an IPE simulation event that involved 350 learners across four different colleges, representing seven different healthcare disciplines. In the fall of 2015, she was recognized by her peers with a Scholarship in Education award for work in which she and her colleagues developed teaching modules to demonstrate team-based care in primary care settings. She has been invited to present her work at several medical schools this year and she recently co-chaired a symposium for the American Society of Pharmacology and Experimental Therapeutics, where she also serves as secretary-treasurer for the Division of Pharmacology Education. During the past year, she has continued to publish her work related to medical education and medication safety in journals such as: BMC Med Edu, MedEd Portal, Adv Phys Edu, and AAFP’s Family Practice Essentials.
Lauren Meade, MD, FACP
Tufts University Medical School
Lauren Meade is Associate Professor of Medicine at Tufts University Medical School and Director of Clinical Learning and Development for Sound Physicians, a large physician practice across 35 states. She has previously served as Associate Program Director and Director of Faculty Development for Baystate Medical Center in Springfield, Massachusetts. For seventeen years, Dr. Meade had a continuous healing relationship with her primary care patients as part of an integrated interprofessional primary care practice. She has created sustainable patient-centered programs in HIV, transition of care, transgender health, correctional health, substance abuse, and women’s health.
Dr. Meade’s Macy Faculty Scholars project implemented an observation and feedback teaching method for physician trainees related to a safe and effective discharge from the hospital. The discharge behaviors were generated together by patients, nurses and physicians and were implemented in fifteen Internal Medicine programs. Using this intervention, attendings had more confidence in the competence of their trainee for a safe discharge.
Mayumi Willgerodt, PhD, MPH, RN
University of Washington School of Nursing
Mayumi Willgerodt is Professor in the School of Nursing and Health Studies and Director of Graduate Students (DGS) for the University of Washington, Bothell. Her area of research/scholarship is on developing interprofessional curricula, assessment and evaluation of IPE and school health. She is key faculty and/or lead on several HRSA-funded grants. Dr. Willgerodt is also funded by PCORI and the National Association of School Nurses (NASN) to address care coordination and school nursing services in the United States. As the DGS, Dr. Willgerodt is facilitating the growth of graduate programs across the campus. She is on the editorial board of Journal of School Nursing, is the founding associate editor for the Journal of Interprofessional Education and Practice, serves on the Research Advisory Board for NASN and is a board member of the School Nurses of Washington. Dr. Willgerodt is active in several professional organizations, provides consultation services and volunteers with the homeless youth population in Seattle.
Sandrijn M. van Schaik, MD, PhD
University of California, San Francisco
Sandrijn van Schaik is an Associate Professor of Pediatrics and the Fellowship Program Director for the Sub-Specialty Training Program in Pediatric Critical Care at UCSF. She also serves as the Education Director of the University’s Kanbar Center for Simulation, Clinical Skills and Telemedicine Education, and is in charge of Faculty Development for the new UCSF School of Medicine Bridges Curriculum. Her academic career focus is on health professions education with a research focus on interprofessional teamwork, communication and feedback.
Macy Faculty Scholar Sandrijn van Schaik on Improving Communication Between Health Professionals
Wendy Madigosky, MD, MSPH
University of Colorado
Wendy Madigosky is an Associate Professor of Family Medicine at the University of Colorado (CU) School of Medicine, Director of the Interprofessional Education and Development Course for the Anschutz Medical Campus, and Assistant Director on the Interprofessional Education (IPE) Council. Within the School of Medicine, she directs the Foundations of Doctoring Curriculum and chairs the Medical Student Professionalism Committee. She is an inaugural member of the CU Academy of Medical Educators, and received her fellowship training in medical education through the University of Missouri-Columbia’s Department of Family and Community Medicine. She is the Faculty and Network Advisor for the Institute for Healthcare Improvement (IHI) Open School and advises her local CU chapter. Her 2012-2014 Macy Faculty Scholars work focused on developing interprofessional longitudinal curriculum in patient safety and quality improvement for the Anschutz Medical Campus.
Wrenetha A. Julion, PhD, MPH, RN, FAAN
Wrenetha Julion is a Professor and the newly appointed Chairperson of the Department of Women, Children & Family Nursing. She is an educator who teaches nursing students in baccalaureate, masters, and doctoral programs. She is a NIH-funded researcher whose intervention research is focused on promoting positive parenting, with a particular focus on African American fathers who do not live in the same household as their children. Dr. Julion is passionate about promoting cultural competency and diversity in nursing students and faculty. Her Macy project led to the development of an elective cultural competency course with a community-based service learning component that is now being implemented with students in nursing and health sciences.
Ted James, MD, MS, FACS
Beth Israel Deaconess Medical Center
Ted James is Vice Chair of Academic Affairs in the Department of Surgery at Beth Israel Deaconess Medical Center. Dr. James has a history of successful interprofessional collaboration and has developed innovative educational programs to enhance clinical performance and improve patient outcomes. As a Macy Faculty Scholar, Dr. James designed and implemented a patient safety IPE activity incorporating medicine, nursing and pharmacy students. He has also developed a simulation-based oncology IPE training session for oncology fellows and nurses.
Kenya Beard, EdD, AGACNP-BC, NP-C, CNE, ANEF
The CUNY School of Professional Studies
Kenya Beard is an Associate Professor at The CUNY School of Professional Studies, and Founding Director of the Center for Multicultural Education and Health Disparities. Dr. Beard’s research focuses on strengthening the capacity of academia to graduate a diverse workforce that’s prepared to eliminate healthcare disparities. She speaks nationally on best practices that support diversity and inclusive environments and is a senior fellow of the Center for Health, Media & Policy at Hunter College. She co-produces a radio show for HealthCetera on WBAI which focuses on health equity dialogues. She recently provided an elective on Implicit Bias and Healthcare Disparities at the Harvard Macy Institute. As the chair of the Future of Nursing New York State Action Coalition committee for diversity, she guided the team in producing the Workforce Diversity Toolkit for New York.
Dena H. Hassouneh, PhD, ANP, PMHNP
Oregon Health & Science University (OHSU)
Dr. Hassouneh is a Professor at Oregon Health & Science University (OHSU) School of Nursing. Dr. Hassouneh teaches and mentors doctoral students, maintains an ongoing program of federally funded research, and provides leadership in the School of Nursing. Her scholarly work focuses on two key areas: addressing inequalities in nursing education and understanding, and improving mental health disparities in women. To address the experiences of faculty and students of color in the United States Dr. Hassouneh has conducted research and published theoretical work addressing racism in health professions education. She has also worked to improve nursing education internationally by helping design and bring to fruition a BSN program in the Palestinian territories.
Roberta Waite, EdD, PMHCNS-BC, FAAN, ANEF
Drexel University (DU)
Roberta Waite, professor in the College of Nursing and Health Professions, with appointments in both the Doctoral Nursing Department and the Health Systems and Science Research Department, serves as both Interim Associate Dean of Community Programs and Director of the Stephen and Sandra Sheller Eleventh Street Family Health Center of Drexel University (henceforth 11th Street). In partnership with their community, 11th Street and Dr. Waite strive to promote a transdisciplinary approach to the delivery of primary care, behavioral health, dental services, and health and wellness programs in a trauma informed and responsive manner to patients served at the center. Preparing for Sanctuary certification in January 2017 and deepening their work through enhancing mindfulness-based strategies supported through funding by the Center for Health Care Strategies are also underway at 11th Street. Waite continues cultivating educational initiatives with leadership development among interprofessional students in the health professions, and expansion has occurred to include public health students.
Jennifer S. Myers, MD, FHM, FACP
University of Pennsylvania
Jennifer S. Myers is Associate Professor of Clinical Medicine and the Associate Designated Institutional Official for Quality and Safety in Graduate Medical Education at the Perelman School of Medicine at the University of Pennsylvania. She is also the director of a quality and safety fellowship program in Penn’s Center for Healthcare Improvement and Patient Safety and co-director of a GME-wide Healthcare Leadership in Quality residency track which has trained over 80 residents and was recently awarded grant funding. In the past year she was senior author on an Academic Medicine publication describing strategies for integrating the quality and safety mission of teaching hospitals and GME and has another article in press on GME leadership roles in quality and patient safety. In 2015, she was appointed to co-chair the National Board of Medical Examiners Patient Safety Test Materials Development Committee and invited to be a member of the AAMC Integrating Quality Steering Committee. She directs the “Quality & Safety Educators Academy” which is a national faculty development program now in its fifth year and has trained close to 500 faculty members from around the country.
Alan Dow, MD, MSHA
Virginia Commonwealth University (VCU)
Alan Dow is the Ruth and Seymour Perlin Professor of Medicine and Health Administration and Assistant Vice President of Health Sciences for Interprofessional Education and Collaborative Care at Virginia Commonwealth University (VCU). He directs the Center for Interprofessional Education and Collaborative Care at VCU and is responsible for developing, implementing, and studying initiatives in interprofessional education and practice across seven schools at VCU, the VCU Health System, and the surrounding community. Under his leadership, the Center’s programs engage over 1500 students, faculty, staff, and practitioners annually. He researches, writes about, and speaks on healthcare teams through a translational approach, studying the basic science of teamwork in healthcare and applying these insights to innovation in education, practice, and health policy. Alan serves on the editorial board of the Journal of Interprofessional Care and the Journal of Interprofessional Education and Practice as well as the board of the American Interprofessional Health Collaborative.
Eve R. Colson, MD, MHPE
Eve Colson is a Professor of Pediatrics at Yale School of Medicine where she is the Co-director of the Longitudinal Clinical Experience — an interprofessional program for students. In addition, she is Chief of the Section of Education in the Department of Pediatrics. She has focused her career on prevention of infant mortality, mixed methods research and the education of healthcare professionals.