Alexa
Valentino,
PharmD, MBA, BCACP, FAPhA, FNAP
Associate Professor of Clinical Pharmacy and Director of BuckIPE Curriculum
The Ohio State University
Alexa Valentino, PharmD, MBA, BCACP, FAPhA, FNAP is Associate Professor of Clinical Pharmacy and Director of the BuckIPE Curriculum at The Ohio State University. She is a Clinical Pharmacist at PrimaryOne Health, a community health center where she led the development of clinical pharmacy services and provides interprofessional team-based care for underserved patients. She has coordinated and facilitated numerous IPE activities, including three IPE courses and leads the development and implementation of the BuckIPE common curriculum for all health science students at Ohio State. She is passionate about interprofessional teamwork and expanding pharmacists’ roles in team-based care for underserved patients.
Presenting at the Nexus Summit:
In the ever-evolving landscape of Interprofessional Practice and Education (IPE), it is crucial to prioritize the systematic and longitudinal assessment of IPE program/curricula effectiveness. This approach to assessment is necessary to demonstrate that minimum accreditation standards have been met; but further, it is essential for gathering empirical evidence to inform evidence-based practice and to refine IPE initiatives for quality improvement that meet evolving needs of learners, patients and caregivers. This seminar offers a comprehensive exploration of strategies to best navigate…
This seminar is designed to share the efforts of five Big 10 Universities in Minnesota, Michigan, Ohio, Pennsylvania, and Wisconsin in advancing interprofessional education (IPE) in the clinical learning environment (CLE), with the intent to spur application and creativity across institutions nationally. Initiatives will be compared and contrasted conceptually to maximize relevance and utility for attendees, including initiative design and implementation, organizational level overseeing initiatives, model of integration across academic programs in the context of clinical placements,…
Based on student feedback, leaders from the Doctor of Medicine (MD) curriculum and the Office of Interprofessional Practice and Education (OIPE) at The Ohio State University developed a new module for medical students to learn interprofessional (IP) collaborative competencies within a required clinical experience, Patients with Populations (PWP). The “IPE in PWP: Identifying and Reflecting on Interprofessional Collaboration in Clinical Practice” module aims to enable immersive IP learning that builds knowledge and skills in IP collaboration. This module was designed as experiential learning…
Teamness, once synonymous with the effectiveness or functionality of a team, evolved to define effective, interprofessional teamwork with specific components such as shared goals, mutual trust, and clear roles. Team-based care is vital in quality patient care, closely aligned with the quadruple aim: enhancing patient experience, improving population health, increasing value, and improving the wellness of the healthcare team. However, while teamness had been studied in various settings, no literature examined this construct in federally qualified health centers (FQHCs), which often face…
Interprofessional education (IPE) is required in most health professional programs, and simulation-enhanced IPE (Sim-IPE) is one method for developing interprofessional competencies in learners. Additionally, teaching about social determinants of health and advancing health equity are required in many accreditation and curricular standards. The Ohio State University has created a robust interprofessional education curriculum, BuckIPE, which is an interactive and experiential program that engages students, educators, practitioners, and community partners while transforming education and…
The goal of this seminar is to provide attendees with a strong understanding of educational scholarship and provide them with concrete next steps for development and implementation of a scholarly project using their own research ideas. While there is no dearth of literature on interprofessional education (IPE), there is a need for rigorous IPE studies that: (1) measure effects on behaviors, organizational change, and delivery of care, (2) develop a firmer understanding of the teaching and learning processes, (3) measure the processes and products of IPE using standardized models, (4) measure…
To provide quality interprofessional education (IPE), active learning sessions must involve facilitators who can articulate values and ethics, communicate effectively, and honor roles and responsibilities. Facilitators are commonly faculty, staff, or clinicians. However, with competing interests, faculty, staff, and clinician time can be limited and a barrier to implementing effective IPE. The Ohio State University College of Pharmacy implemented a system to utilize residents and fellows as IPE facilitators to combat this challenge and provide additional teaching opportunities to trainees…