Cheryl Babin, PT, DHS, MHA, CAGS, FNAP
Associate Director of Clinical Education/Associate Professor
Massachusetts College of Pharmacy and Health Sciences
Cheryl Babin PT, DHS, MHA, CAGS, FNAP, is Associate Director of Clinical Education, Associate Professor for the School of Physical Therapy at MCPHS. She earned her Certificate in Physical Therapy, Master of Science in Health Care Administration, and Certificate of Advanced Graduate Study in Health Professions Education from Simmons University. She earned her Doctor of Health Science degree from MCPHS. She’s presented at national and international conferences on IPE (i.e. Collaborating Across Borders, NEXUS, ELC, and CSM). She has also published peer reviewed articles and chapters relating to IPE. Cheryl, a licensed PT for over 40 years, is also an APTA national/state level member, and serves as an APTA of MA Northern Metro District Assembly Rep. She is the Communications Committee Chair for the APTA’s Academy of Education’s Interprofessional Practice and Education (IPEP) Special Interest Group (SIG), an appointed member to ACAPT’s IPE-CP Task Force. She also is a Distinguished Fellow of the National Academies of Practice (NAP) in Physical Therapy, for her outstanding achievements in Physical Therapy and in interprofessional care. She is a founding leader of MCPHS’s Center for Interprofessional Practice and Education, which is responsible for IPE curriculum for over 800 learners from 9 different health professions, and a co-chair of the MCHS Worcester/Manchester IPE Working group. Dr. Babin has been a physical therapist for over 40 years, and has worked mostly in post-acute practice settings as a practitioner, director, vice-president, educator and consultant. Since 2013, she’s been teaching in academia at the DPT program at MCPHS as part of the Clinical Education faculty. Her research and service interests are clinical education, interprofessional education, and higher education.

Presenting at the Nexus Summit:

Transformation of health professions education includes preparing providers with knowledge and skills for collaborative practice. Developing a successful interprofessional education (IPE) faculty development program requires understanding of current approaches and content, yet there is a lack of literature exploring and synthesizing evidence. The purpose of this scoping review was to examine, synthesize, and map sources of evidence on IPE faculty development programs including current practices and models. A systematic literature search of published articles was compiled using four electronic…