Rachel Salas, MD, MEd, FAAN, FANA
Professor, Neurology and Nursing at Johns Hopkins Medicine
Johns Hopkins Health System
Dr. Salas is a Professor in the Department of Neurology at Johns Hopkins Medicine with a joint appointment in the School of Nursing. She earned her medical degree at the University of Texas Medical Branch at Galveston and completed her Internal Medicine internship and Neurology residency. After her chief year, she came to Baltimore to complete her 2-year sleep medicine fellowship. She joined the Department of Neurology at Johns Hopkins in 2008. In 2018, she earned a Master of Medical Education at the Johns Hopkins School of Education. She is board-certified in Sleep Medicine and Neurology. Dr. Salas is the Assistant Medical Director and the Director of Ambulatory Sleep Services at the Johns Hopkins Center for Sleep and Wellness. Dr. Salas was the Director of the Neurology Clerkship for over a decade. She is the Chair of the Undergraduate Education Subcommittee for the American Academy of Neurology and is an executive member of the Alliance for Clinical Education. She is the past director of the Interprofessional Education and Collaborative Practice for the School of Medicine. Dr. Salas is also the founder and Co-Director of the Johns Hopkins Osler Apprenticeship Program (in Neurology), a medical education research program for senior medical students, and the Johns Hopkins PreDoc Program, a pipeline premedical college program. Dr. Salas is also the founder and Co-Director of the Johns Hopkins GME Interprofessional Distinction Track (Health Systems Science and Health Humanities Tracks). Dr. Salas's academic interests are rooted in Health Systems Science from a clinical perspective, specifically in Teaming, Leadership, and Change Agency. Dr. Salas is a certified master professional life coach and certified strengths coach, which she uses to connect to, support, and develop those involved with her educational mission and clinical practice.

Presenting at the Nexus Summit:

We hear routinely from groups of interprofessional students that they want organic opportunities to interact and "just get to know one another" before being expected to work together during formal interprofessional education (IPE) events. In response, our IPE collaborative, which is a joint effort between Johns Hopkins Schools of Medicine, Nursing and Public Health and the Notre Dame of Maryland School of Pharmacy, developed an introductory "social" IPE event that precedes other IPE programming that our students participate in during their respective professional programs. The goal of our IPE…