Philadelphia University + Thomas Jefferson University

Keynote Speakers

Meet Our Keynote Presenters

Friday, October 26, 2018

George Thibault, MD

George Thibault, MD
President, The Josiah Macy Jr. Foundation

George E. Thibault, MD became the seventh president of the Josiah Macy Jr. Foundation in January 2008. Immediately prior to that, he served as Vice President of Clinical Affairs at Partners Healthcare System in Boston and Director of the Academy at Harvard Medical School (HMS). He was the first Daniel D. Federman Professor of Medicine and Medical Education at HMS and is now the Federman Professor, Emeritus.

Dr. Thibault previously served as Chief Medical Officer at Brigham and Women’s Hospital and as Chief of Medicine at the Harvard affiliated Brockton/West Roxbury VA Hospital. He was Associate Chief of Medicine and Director of the Internal Medical Residency Program at the Massachusetts General Hospital (MGH). At the MGH he also served as Director of the Medical ICU and the Founding Director of the Medical Practice Evaluation Unit.

For nearly four decades at HMS, Dr. Thibault played leadership roles in many aspects of undergraduate and graduate medical education. He played a central role in the New Pathway Curriculum reform and was a leader in the new Integrated Curriculum reform at HMS. He was the Founding Director of the Academy at HMS, which was created to recognize outstanding teachers and to promote innovations in medical education. Throughout his career he has been recognized for his roles in teaching and mentoring medical students, residents, fellows and junior faculty. In addition to his teaching, his research has focused on the evaluation of practices and outcomes of medical intensive care and variations in the use of cardiac technologies.

Dr. Thibault is Chairman of the Board of the MGH Institute of Health Professions, Chairman of the Board of the New York Academy of Medicine, and he serves on the Boards of the Institute on Medicine as a Profession and the Arnold P. Gold Foundation. He served on the President’s White House Fellows Commission during the Obama Administration and for twelve years he chaired the Special Medical Advisory Group for the Department of Veteran’s Affairs. He is past President of the Harvard Medical Alumni Association and Past Chair of Alumni Relations at HMS. He is a member of the National Academy of Medicine.

Dr. Thibault graduated summa cum laude from Georgetown University in 1965 and magna cum laude from Harvard Medical School in 1969. He completed his internship and residency in Medicine and fellowship in Cardiology at Massachusetts General Hospital (MGH). He also trained in Cardiology at the National Heart and Lung Institute in Bethesda and at Guys Hospital in London, and served as Chief Resident in Medicine at MGH.

Dr. Thibault has been the recipient of numerous awards and honors from Georgetown (Ryan Prize in Philosophy, Alumni Prize, and Cohongaroton Speaker) and Harvard (Alpha Omega Alpha, Henry Asbury Christian Award and Society of Fellows). He has been a visiting Scholar both at the Institute of Medicine and Harvard’s Kennedy School of Government and a Visiting Professor of Medicine at numerous medical schools in the U.S. and abroad. In 2017 he was the recipient of the Abraham Flexner Award for Distinguished Service to Medical Education from the Association of American Medical Colleges and he was made an honorary Fellow of the American Academy of Nursing. He has received honorary doctoral degrees from Georgetown University, Wake Forest University and The Commonwealth Medical College.

Preconference Workshop Presenters - Friday, October 26, 2018

Integrating Interprofessional Student Hotspotting:
Lessons Learned from Four Hotspotting Hubs

Amy Hester-Anderson

Amy Hester-Anderson
Samuel Merritt University

Amy Anderson is Special Projects Coordinator in the Office of Academic Affairs at Samuel Merritt University (SMU).  She has been in various roles at the University since 2004.  In 2017 SMU was selected to serve as one of the national “hubs” for the Interprofessional Student Hotspotting Learning Collaborative, an initiative of the National Center for Complex Health and Social Needs.  Amy serves as SMU’s Hub Manager, working closely with the National Center, SMU’s Hub Leader, and external partners to manage this multi-year program.  Prior to joining Samuel Merritt University, Amy worked in account management, business development, and project management roles for FutureBrand—an international brand consultancy, and for GBN—a scenario planning consulting firm.

Tracey Smith, DNP, MS

Tracey Smith, DNP, MS
Southern Illinois

Tracey Smith, DNP, MS is the Director of Population Health Integration at Southern Illinois University School of Medicine.  As a nurse by training she has been involved in healthcare in numerous roles allowing her to build skills to engage multiple types of health care providers and patients.  For the past 20 years she has been employed at Southern Illinois University School of Medicine always functioning in a capacity to provide education to all levels of medical students especially in the areas of population health and prevention, health disparities, community and patient engagement, and conduct research with a focus on engagement, health literacy, and social disparities.  She is the director for multiple grants, local and national, to address population health outcomes and is also the director of a grant from the Robert Woods Johnson Foundation to direct SIU SOM as one of four national HUB sites for the training of interdisciplinary healthcare learners in patient “hotspotting”.  

Meghan Golden picture - 3-2-18

Meghan Golden, LCSW
Southern Illinois

Meghan Golden, MSW, LCSW is Assistant Director of Population Health Integration for Southern Illinois University School of Medicine (SIU SOM).  She has a background in community mental health and child welfare, and has worked in the healthcare field for the past four years with SIU.  She provides individual and group psychotherapy for trauma and other mental health issues, and is part of an integrated care team at SIU Center for Family Medicine.  She also assists with community outreach programs, building partnerships with other legal and social service agencies, and is piloting a co-responder program with the local police department.  Throughout her time at SIU SOM she has developed an interdisciplinary internship program to provide unique learning opportunities for social work students.  She assists with the administration of a grant from the Robert Woods Johnson Foundation to assist SIU SOM in serving as one of four national HUB sites for the training of interdisciplinary healthcare learners in patient “hotspotting”.  She is pursuing a doctorate in social work through the University of Tennessee. 

Kyle Turner, PharmD

Kyle Turner, PharmD
University of Utah College of Pharmacy

Kyle Turner, PharmD is an Assistant Professor (Clinical) at the University of Utah, College of Pharmacy and a clinical pharmacist in primary care at University of Utah Health.  His scholarly interests center on fostering leadership, and team-based practice development.  Most recently he has co-led the effort to create a Student Hotspotting Hub within the University of Utah’s Interprofessional Education Program.  He is also the Faculty Development Lead for Primary Care Progress, a grass-roots non-profit organization dedicated to improvement in health care delivery through the leadership development of trainees and health care practitioners.  He also serves as a national preceptor for the National Center for Complex Health and Social Needs’ Student Hotspotting program.

Tracey Vause Earland, PhD, OTR/L

Tracey Vause Earland, PhD, OTR/L
Thomas Jefferson University

Ms. Vause Earland, PhD, OTR/L is an Associate Professor in the Department of Occupational Therapy at Thomas Jefferson University, Philadelphia, PA.  Ms. Earland is a faculty member of Jefferson’s Center of Interprofessional Practice and Education and served as the Co-Director of the Jefferson Health Mentors Program.  Tracey served as a faculty advisor to student Hotspotting teams for 3 years and now serves as a Project Lead for Jefferson’s new Hotspotting Hub.  In 2016, she co-authored the manuscript, Hotspotting Collaborative: Student efforts to identify and intervene with emerging service super-utilizers.  She has presented on the topic of Student Hotspotting at state and national conferences.  

Julia Ward, PhD, RN

Julia Ward, PhD, RN
Thomas Jefferson University

Julia Ward is an Associate Professor at the College of Nursing, Thomas Jefferson University and holds a PhD in Nursing from Widener University.  She has been actively involved in JCIPE since 2007, first as a Health Mentors Program Faculty liaison and more recently, as a Faculty Advisor and Program Lead for the Hotspotting Program at TJU.  Dr. Ward has numerous publications and presentations centering around interprofessional education and collaboration, most notably, her work on development of the Jefferson Scale of Attitudes towards Interprofessional Collaboration and Empathy of students from various disciplines.  She was the recipient of the James Erdmann Award for Excellence in Interprofessional Education in 2013. 

Transformational Leadership (Macy Faculty Scholars)

Lauren Collins, MD

Lauren Collins, MD
Thomas Jefferson University

Lauren Collins, MD is Associate Professor of Family and Community Medicine and Geriatrics at Thomas Jefferson University, Co-Director of Jefferson’s Center for Interprofessional Education (JCIPE) and former Director of Jefferson’s Health Mentors Program.  In 2015, she was selected as one of five recipients of the Macy Faculty Scholars Program from the Josiah Macy Jr. Foundation and selected as a Distinguished Fellow of the National Academies of Practice in Medicine in 2018.  In addition, she has received the American Academy of Family Physicians' Award for Excellence in Graduate Medical Education, Jefferson’s IPE Education Award, three AAMC/Macy Collaborative Development Awards and a HRSA Geriatric Academic Career Award.  Dr. Collins has served as Principal Investigator of a five year HRSA-funded undergraduate medical education grant, The Jefferson Patient-Centered Medical Home (PCMH) Predoctoral Education Project.  Dr. Collins serves as a peer reviewer and/or editorial board member for six peer-reviewed journals, has over 20 peer-reviewed publications and over 50 national presentations, teaches and advises students, and serves on multiple committees for interprofessional education, practice and research.  Dr. Collins’ career focus and passion is for IPE, curricular innovation and scholarship.  Dr. Collins received her undergraduate degree with honors from Princeton University, and she completed her medical degree at Jefferson Medical College and a family medicine residency and geriatric medicine fellowship at Thomas Jefferson University Hospital in Philadelphia.

Alan Dow, III, MD, MHSA

Alan Dow, III, MD, MHSA
Virginia Commonwealth University

Alan Dow, MD, MSHA is the Ruth and Seymour Perlin Professor of Medicine and Health Administration and Director of the Center for Interprofessional Education and Collaborative Care at Virginia Commonwealth University.  Under his leadership, the Center develops, implements, and studies initiatives in interprofessional education and collaborative practice across seven schools at VCU, the VCU Health System, and the surrounding community.  Over 2000 learners and 100 faculty participate in Center programs annually.  He has been supported in this work with funding from the Josiah H. Macy, Jr Foundation as one of the inaugural class of Macy Faculty Scholars, a highly competitive national program focused on developing the next generation of educational leaders.  In addition, he has also been funded by the Health Resources and Services Administration and the Centers for Medicare and Medicaid Services.  He also serves on the editorial board of the Journal of Interprofessional Care and the Journal of Interprofessional Education and Practice.  A practicing internist, Alan attended medical school at Washington University and completed residency in internal medicine and a health administration degree at VCU.

Laura Hanyok, MD

Laura Hanyok, MD
Johns Hopkins University

Laura Hanyok, MD serves as an Assistant Professor of Medicine in the Division of General Internal Medicine at the Johns Hopkins University School of Medicine and holds a joint appointment in the Johns Hopkins School of Nursing in the Department of Community and Public Health.  She currently serves as the Assistant Dean for Graduate Medical Education.  Previously, Dr. Hanyok served as Director of Interprofessional Education for the School of Medicine.  Her academic focus is medical education, and specifically residency education and interprofessional education.  She has experience developing and implementing curricula in primary care, patient-centered care, interprofessional education and teamwork.  Dr. Hanyok was awarded a Macy Faculty Scholar Award from the Josiah Macy Jr. Foundation, a highly selective career development award for educators in the health professions.  Dr. Hanyok previously served as Program Director for the Johns Hopkins Achieving Competence Today program, an interprofessional quality improvement course for learners from throughout Johns Hopkins Medicine.  She has also worked as a facilitator in the Johns Hopkins Faculty Development Program in Teaching Skills.  Her clinical care consists of precepting residents and having her own clinical practice 2 sessions per week. 

Memoona Hasnain, MD, MPHE, PhD

Memoona Hasnain, MD, MPHE, PhD
College of Medicine, University of Illinois

The primary focus of Dr. Hasnain’s work is at the intersection of medicine and public health, with an emphasis on interprofessional education, service and research.  As a medical educator and public health scientist, addressing the social dimension of health and the gaps in health systems and policies that disadvantage vulnerable groups, including older adults, remain a unifying theme in Dr. Hasnain’s work.  Her key contributions to science are interlinked and collectively aim to improve patient-centered care and address health disparities.  Dr. Hasnain is the principal architect of several educational innovations, including UIC College of Medicine’s longitudinal “Patient-centered Medicine Scholars Program”, which has special emphasis on vulnerable populations: those affected by HIV-AIDS, domestic violence and homelessness, older adults (geriatrics) and immigrants & refugees.  Dr. Hasnain is Co-Director of “ENGAGE-IL” a Geriatrics Workforce Enhancement Program grant funded by HRSA. ENGAGE-IL’s multifaceted programs are designed to integrate geriatrics in primary care, train an interprofessional health workforce, and engage patients, families and caregivers to optimize competent and compassionate care of older adults, including persons with Alzheimer’s and other dementias.  Dr. Hasnain is President of the South Asian Public Health Association; past Chair of the Group on Faculty Development for the Society of Teachers of Family Medicine; founding Faculty Advisor for the UIC COM Student Wellness Committee and Co-Faculty Advisor for the UIC COM Gold Humanism Honor Society.  She is a trained mediator and Healer’s Art faculty.  Dr. Hasnain’s work has been consistently externally funded and published in peer reviewed journals. She is the lead editor of a book on South Asian Health and a reviewer for federal grants and several scientific journals.  Dr. Hasnain 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 Achievement Award from UIC School of Public Health, and the Susan La Flesche Picotte, MD Health Equity Pioneer Award from UIC College of Medicine.  Dr. Hasnain was selected as a delegate of the 2017 Chicago-Shanghai Sister Cities Social Service Exchange, focusing on care of older adults.  She is also the recipient of the prestigious Macy Faculty Scholars Award by the Josiah Macy Jr Foundation.  This award is given to select educators nationally to accelerate needed reforms in health professions education to accommodate the dramatic changes occurring in medical practice and health care delivery.  Dr. Hasnain received her medical degree from Dow Medical College, Karachi, Pakistan and Masters in Health Professions Education and Doctorate in Public Health Sciences from the University of Illinois at Chicago. 

Wendy Madigosky, MD, MSPH

Wendy Madigosky, MD, MSPH
University of Colorado School of Medicine

Wendy S. Madigosky MD MSPH is an Associate Professor of Family Medicine at the University of Colorado School of Medicine.  She currently serves as Director of the Anschutz Medical Campus-wide Interprofessional Education and Development course, and represents the School of Medicine to the Interprofessional Education (IPE) Council.  She began working in IPE in 2002, when she designed and implemented an interprofessional patient safety curriculum during her medical education fellowship at the University of Missouri-Columbia’s Department of Family and Community Medicine.  She has taught interprofessional ethics, developed interprofessional clinical curriculum in quality improvement, and overseen large scale interprofessional curriculum evaluation.  

Meg Zomorodi, PhD, RN, CNL

Meg Zomorodi, PhD, RN, CNL
University of North Carolina at Chapel Hill School of Nursing

Meg Zomorodi PhD, RN, CNL is Assistant Provost for Interprofessional Education and Practice at the University of North Carolina at Chapel Hill, and an Associate Professor in the School of Nursing.  Dr. Zomorodi received her BSN and PhD from the University of North Carolina at Chapel Hill School of Nursing, and in 2014 was selected as a Josiah Macy Faculty Scholar.  Dr. Zomorodi currently serves as the Director of the Rural Interprofessional Health Initiative (RIPHI), in which interprofessional teams of students work together with rural and underserved communities to give back using a quality improvement methodology.  She was named the Well Care Home Health Faculty Scholar in June 2016; establishing a partnership between the University and Well Care Home Health to engage students in interprofessional activities and establish a program to promote home health nursing to graduate students.  Previously, she served as the Faculty Lead for Graduate Programs in Health Care Systems for the School of Nursing, and was Chair for the Master’s Executive Committee.  She recently completed a two-year program with Sigma Theta Tau International as a Nurse Faculty Leadership Academy Scholar, and returns annually to teach at the Harvard-Macy Institute: A Systems Approach to Assessment in Health Professions.  Dr. Zomorodi teaches across the graduate and undergraduate nursing programs and has a passion for developing collaborations and innovations in teaching.

TeamSAFE

Alan Forstater, MD, FACEP

Alan Forstater, MD, FACEP
Thomas Jefferson University

Alan Forstater MD, FACEP is Clinical Assistant Professor of Emergency Medicine at Thomas Jefferson University.  He has been an Emergency Medicine attending physician and medical educator for 38 years and is Board Certified in Emergency Medicine and Internal Medicine.  He loves teaching students of all ages and levels of training.  He has a special interest in and passion for simulation-based training of communication skills, professionalism, patient safety, interprofessional education and team training. He is a reviewer for MedEdPortal, the online peer-reviewed portal for the American Association of Medical Colleges. He has organized and presented at numerous local and national meetings and is a Master Trainer in TeamSTEPPS®.  He had been Chair of the Education Committee for the Pennsylvania Chapter of the American College of Emergency Physicians for 10 years and recent Chair of the Committee on Professionalism for the Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University. He has received awards for his patient care and his teaching, most recently the James B. Erdmann PhD, Award for Excellence in Interprofessional Education at Jefferson and the SKMC Dean’s Award for Excellence in Teaching. Dr Forstater received his undergraduate degree at St. Joseph’s University and his medical degree at Temple University, both in Philadelphia and completed his internal medicine residency at Mercy Hospital in San Diego, California.

Amber King, PharmD

Amber King, PharmD
Thomas Jefferson University

Amber King, PharmD is an Associate Professor of Pharmacy Practice at the Jefferson College of Pharmacy at Thomas Jefferson University in Philadelphia, Pennsylvania.  She is a board certified pharmacotherapy specialist and serves as a clinical pharmacist in the neurosurgical ICU at Jefferson Hospital for Neuroscience.  In addition, Dr. King is a TeamSTEPPS® Master Trainer and serves as faculty Co-Director of student TeamSAFE programming for the Jefferson Center of Interprofessional Practice and Education.  She has helped to train many students of different professions in the TeamSTEPPS® program.  Dr. King received her PharmD from the University of the Sciences in Philadelphia, and completed pharmacy residencies in pharmacy practice and critical care at Thomas Jefferson University Hospital. 

Narrative Medicine: A Method to Build Interprofessional Teams

Deepthiman K. Gowda, MD, MPH

Deepthiman K. Gowda, MD, MPH
College of Physicians and Surgeons

Deepthiman Gowda, MD, MPH is a general internist and an Associate Professor of Medicine at Columbia University’s College of Physicians and Surgeons.  He is the Director of Clinical Practice for the Program in Narrative Medicine and the Director of the Foundations of Clinical Medicine Tutorials, which teaches Columbia’s students the medical interview, physical exam, and clinical reasoning.  He was a Macy Faculty Scholar from 2015 to 2017 and the principal investigator of a Macy Foundation sponsored 2-year study of the effect of narrative medicine on interprofessional team function in primary care settings.  He is a member of the New York City Board of Health.

Danielle Spencer, BA, MS, PhDc

Danielle Spencer, BA, MS, PhDc
Columbia University

Danielle Spencer, Ph.D. is a faculty member of the Program in Narrative Medicine at Columbia University and also teaches in the Albert Einstein College of Medicine Bioethics department.  She is a co-author of The Principles and Practice of Narrative Medicine (Oxford University Press, 2017) and her work has appeared in The Lancet, the Ploughshares Solos series (in press), Creative Nonfiction, The Routledge Companion to the Philosophy of Medicine, among others.  She worked as artist/musician David Byrne’s Art Director for many years, collaborating on and exhibiting a range of projects, as well as working with photographer Nan Goldin.  Her interests include the use of narrative medicine in medical education; science fiction and bioethics; interdisciplinary research in the effects of diagnosis; the hybrid essay form; superheroes, and many others.  www.daniellespencer.com


Saturday, October 27, 2018

Patty Coker-Bolt, PhD, OTR/L, FAOTA

Patty Coker-Bolt, PhD, OTR/L, FAOTA
Division of Occupational Therapy
Medical University of South Carolina

Patty Coker-Bolt, PhD, OTR/L, FAOTA is an Associate Professor in the Division of Occupational Therapy at the Medical University of South Carolina (MUSC) where she teaches pediatric coursework and engages students in community-based learning experiences.  She received an undergraduate degree in special education in 1989 from the Pennsylvania State University and specialized in teaching children with physical disabilities.  After receiving her occupational therapy degree from the Medical University of South Carolina in 1998, Dr. Coker-Bolt worked as a therapist on an inpatient rehabilitation unit for adults recovering from stroke, spinal cord injury, and traumatic brain injury.  She transitioned to pediatric inpatient and outpatient rehabilitation in 1999 and has over 18 years of experience which is specialized in the treatment of high risk infants in the neonatal intensive care unit and children with neuromuscular disorders such as cerebral palsy.  Her research has focused on the study of treatment interventions for children with cerebral palsy and includes published studies and a pediatric handbook on constraint-induced movement therapy.  She is currently conducting research on the early detection of infants at risk for cerebral palsy with an interprofessional team of neonatologists and developmental pediatricians.  Dr. Coker-Bolt has been involved in several global initiatives and has mentored occupational therapy students on interprofessional medical mission trips to South Africa, Romania, Uganda, and Nicaragua.  She completed a grant funded project to train therapists in Ethiopia on current treatment approaches for children with cerebral palsy.  She was awarded a Fulbright Specialist project to work with the Episcopal University of Haiti and provide expertise for the first occupational and physical therapy educational program in Haiti.  She is currently working with Handicap International on a project in Vietnam to update interprofessional guidelines for the rehabilitation of children with cerebral palsy.

Mark Goldszmidt, MD, PhD, FRCPC

Mark Goldszmidt, MD, PhD, FRCPC
Centre for Education Research & Innovation, Schulich Medicine & Dentistry, University of Western Ontario

Dr. Mark Goldszmidt is a professor in the Department of Medicine and the Associate Director of the Centre for Education Research & Innovation at the Schulich School of Medicine & Dentistry at the University of Western Ontario.  He received his MD from McGill University in 1996 and his PhD in Health Professions Education from the University of Maastricht in 2015.  Dr. Goldszmidt combines active internal medicine clinical practice with education research and leadership.  As a researcher, Dr. Goldszmidt’s has been heavily influenced by sociomateriality and rhetorical genre theory.  Using these theories, his research focuses on practice variability and the complex relationship between clinical care, supervision and student learning.  Through his research, he has explored questions such as: How do a teaching teams’ communication practices shape patient care and student learning?  How do the materialities of practice such as schedules, policies and electronic records influence practice and learning?  And, in what ways does practice variability contribute to more and less effective care and teaching? Dr. Goldszmidt has received numerous awards in recognition of his leadership in medical education including the prestigious 3M National Teaching Fellowship from the Society for Teaching and Learning in Higher Education.

Peter Vlasses, PharmD, DSc(Hon.), FCCP

Peter Vlasses, PharmD, DSc(Hon.), FCCP
Accreditation Council for Pharmacy Education

Peter Vlasses, PharmD, DSc(Hon.), FCCP received his Bachelor of Science and Doctor of Pharmacy degrees from the Philadelphia College of Pharmacy and Science (PCPS) and served a residency in hospital pharmacy at Thomas Jefferson University Hospital in Philadelphia, PA.  His professional experience includes service as a clinical faculty member at The Ohio State University College of Pharmacy and PCPS.  He served as Head of the Clinical Research Unit and Research Associate Professor of Medicine and Pharmacology, Jefferson Medical College, in Philadelphia, and then as Associate Director, Clinical Practice Advancement Center, and Director, Clinical Research & Investigator Services, University HealthSystem Consortium, Oak Brook, IL.  ACPE is the U.S. agency for the accreditation of professional degree programs in pharmacy and providers of continuing pharmacy education and the evaluation and certification of professional degree programs internationally.  ACPE and the American Society of HealthSystem Pharmacists (ASHP) collaborate for the accreditation of pharmacy technician education and training programs.  ACPE, the Accreditation Council for Continuing Medical Education (ACCME) and the American Nurses Credentialing Center (ANCC) founded joint accreditation of CE providers committed to interprofessional team CE, recently collaborating with the American Academy of Physician Assistants (AAPA) and the Association of Regulatory Boards of Optometry’s Council on Optometric Practitioner Education (ARBO/COPE).  ACPE is a founding member of the Health Professions Accreditations Collaborative (HPAC).