Grants Database

This required, dynamic learning experience will equip all first-year residents in Internal Medicine and Medicine-Pediatrics at the University of Colorado with the skills to provide equitable and culturally sensitive interprofessional care to diverse patients. The curriculum integrates classroom instruction, simulation-based scenarios, and the active participation of community members. Ten community members from diverse backgrounds will help shape the curriculum by sharing their lived experiences, contributing to development of case scenarios, and participating in simulation sessions.

This project will support an invitational roundtable that will bring together educators at academic institutions, practicing health professionals in clinical health systems, national leaders in healthcare and education, learners, and patients to discuss how to increase interprofessional collaboration among future health professionals. The goal of the discussion will be to align what students, residents, and fellows are formally taught about interprofessional teamwork with what is necessary to be members of high performing interprofessional teams in the clinical learning environment.

This project proposes a novel interprofessional experience to address the critical, unmet needs of individuals with communication disorders. By integrating speech language pathology and social work students in a collaborative clinical setting within the Center for Communication Disorders, the project will enhance patient outcomes by providing comprehensive, holistic care that addresses both communication and mental health needs and improving the preparedness of students through specialized training and hands-on clinical experiences.

This interdisciplinary elective course, sponsored by the McGovern Center for Humanities, is available to all students within the UT Health Houston schools of medicine, nursing, dentistry, and public health. The course will equip health professions learners with the language to discuss difficult emotions experienced in the learning environment, such as shame, and to acquire skills of self-compassion. By exploring  the psychology of shame and developing strategies for resilience, learners will gain confidence to treat themselves as empathically as they do others.