Myla (Myles) Quiben, PT, PhD, DPT, MS, GCS, NCS, FNAP is a dual board-certified clinical specialist in Neurologic and Geriatric Physical Therapy, and Professor at the Department of Physical Therapy at the University of North Texas Health Science Center. She earned a PhD in Physical Therapy and a Doctor of Physical Therapy degree from the University of Central Arkansas, a Bachelor of Science from the University of the Philippines, and a postdoctoral fellowship in geriatric research leading to an MS in Clinical Investigation from the University of Texas Health at San Antonio. She is a TeamSTEPPS Master Trainer, a basic and advanced APTA Clinical Instructor trainer, and an advanced simulation instructor through the Center of Medical Simulation. She is trained in project management and Lean Sigma Six. Her clinical practice has spanned settings from acute care to outpatient, aquatic therapy, and cardiac rehabilitation, and currently practices in inpatient rehabilitation and outpatient geri-neuro clinic. Dr. Quiben is a Fellow of the APTA Education Leadership Institute, National Academies of Practice, and the Texas Physical Therapy Leadership Program. She serves on the Boards of the American Physical Therapy Association (APTA) Geriatrics APTA Education Interprofessional Education and Practice Special Interest Group, and the Foreign Credentialing Commission on Physical Therapy. Scholarly interests include interprofessional education, geriatric and neurologic examination, outcome measures, frailty, simulation, and health and wellness.
Myla
Quiben,
PT, PhD, DPT, MS, GCS, NCS
Professor
University of North Texas
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…
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…