Dawn
Joosten-Hagye,
PhD, LCSW, GC-C
Professor of Social Work
University of Southern California
A licensed clinical social worker, Dawn Joosten-Hagye, PhD, LCSW, GC-C is a professor of social work at the Suzanne Dworak-Peck School of Social Work at the University of Southern California (USC). She engages in interprofessional education and scholarship at USC, nationally and internationally. She has worked for Providence Health Services since 2001 specializing in adults and older adults with co-morbid health, mental health and substance use disorders. She is primary co-editor for an IPECP textbook: Interprofessional Education and Collaborative Practice: International Approaches at the Micro, Meso, and Macro Levels (Joosten-Hagye, D. & Khalili, H., 2022).
Presenting at the Nexus Summit:
The WHO estimates that Social Determinants of Health (SDOH) “account for 30-55% of health outcomes” and “can be more important than health care or lifestyle choices in influencing health” (2024). Team-based collaborative care that is person-centered is necessary for addressing the SDOH that lead to health inequities and disparities among vulnerable populations. Experiential education in community contexts prepares the interprofessional team to be collaborative practice ready when entering the workforce. Experiential IPE training programs provide an opportunity to enhance learner’s knowledge…
IPE delivered in virtual formats has been found to be: effective in improving and general IPE knowledge and attitudes (Fowler, Phillips, Patel, et al., 2018). This lightning talk summarizes findings from a campus-based IPE day (Nf963 students) that sought to improve health profession student’s knowledge about IPE and interprofessional attitudes as well as awareness of social determinants of health (SDOH) with vulnerable populations. Students from 10 health professions (Dentistry, Family Nurse Practitioner, Medicine, Dietetics/Nutrition, Occupational Therapy, Pharmacy, Physician…
In his pivotal work, Pedagogy of the Oppressed Paola Freire (1968) argues that one cannot expect positive results from an educational methodology that fails to respect the particular experience of people from whom language and learning are born. Freire goes on to articulate that is from the voice of the marginalized that a "midwifery of liberating pedagogy" is created not for but with individuals in order to reverse a "culture of silence (p.33). To enable this kind of transformative teaching, learning, research, and service, the lived experiences through the voices of the marginalized must be…