Cynthia
Carroll,
MA, LPC, CLSSGB, CPPS, PNAP
Director
University of North Texas
Cynthia Carroll is Director for UNT Health Science Center’s Department of Interprofessional Education and Practice and an instructor with the Texas College of Osteopathic Medicine. Cynthia has a Master’s degree in clinical psychology and is a Licensed Professional Counselor with the State of Texas. Additional training and certifications include TeamSTEPPS® Master Trainer, a Lean Six Sigma Green Belt, and Certified Professional in Patient Safety. She is a professional member with the Psychology Academy of the National Academies of Practice. Cynthia’s experience includes in-patient rehabilitation and emergency department behavioral health. Cynthia oversees IPE for students, faculty, and clinicians/professionals across multiple institutions.
Presenting at the Nexus Summit:
Background: Becoming an interprofessional healthcare provider depends on the cohesive and collaborative nature of the academic and clinical learning environments as well as the educational institutional and healthcare policies that students encounter. The interactive and reiterative nature of these entities has been described by the systems theory approach to interprofessional education and collaborative practice (IPECP). Family systems theory may equally be applicable to IPECP because it focuses on the relational aspects of an individual within a family and between the family and the…
Description: Often the focus of innovation and improvement in the field of IPE targets the student and patient/community experience, overlooking the enabling or inhibiting factors of the faculty and preceptors charged with building said cultures for interprofessional education and/or interprofessional collaborative practice. We are often reminded that professional development in IPE is necessary, but time is limited and there is no bureaucracy forcing the need. It doesn't have to be done, but this session implores that leaders make the time and space for interprofessional teams at their…
Background: A core belief of intervention (in this case, IPE interventions) is the importance of meeting students where they are; in order to do so, we have to know where they are. The aim of this study is to reveal the expectations for IPE during pre-professional education and training from the perspectives of five different health profession programs prior to the first IPE class.Design: Qualitative, thematic study of student responses to a reflection prompt within their first, pre-IPE-class, online module assignment. Students responded to the following prompts after gaining foundational…