Rajesh
Mangrulkar,
MD, FNAP
Professor, Director Michigan Center for Interprofessional Education
University of Michigan
Rajesh Mangrulkar, MD, FNAP is a professor of medicine and learning health sciences at the University of Michigan. He is a practicing physician whose work centers on organizational leadership and innovation, transforming education at scale. In 2021, he was charged with building an education innovation community of practice across 3 U-M campuses as Director of the U-M Center for Interprofessional Education and RISE, an education innovation initiative that he founded. He is currently actively involved in helping other U-M Schools and Colleges, as well as other institutions, transform their education programs at scale through change management training and development, most recently collaborating with the AMA and the Foundation for the Advancement of International Medical Education and Research (FAIMER). In 2022, Dr. Mangrulkar was awarded the Robert J. Glaser Award for Distinguished Medical Teaching by the Association of American Medical Colleges and the Alpha Omega Alpha Honor Medical Society, the highest national award given for medical student education. In 2024, he was inducted as a Distinguished Fellow into the National Academies of Practice.
Presenting at the Nexus Summit:
The Health Professions Accreditors Collaborative (HPAC) 2019 report provides guidance on processes academic leaders can use to establish quality interprofessional education (IPE) programming. Despite a myriad of evidence documenting the need for and benefit of IPE, challenges in the development, implementation, sustainability, and growth of these programs are well documented with a reported 60% of U.S. institutions lacking a systematic IPE plan. Heeding the advice from the HPAC document for institutional leaders to develop systematic approaches and collaborate across institutions, multiple…
A shared experience among institutions advancing IPE is the challenge of developing, implementing and scaling meaningful experiential IPE. The collaborators on this seminar confirm the usual reasons for this issue that have been widely described (Brandt, 2015). However, an additional common observation is the striking paucity of ubiquitous models of interprofessional team-based care across the practice and community settings where health professional learners rotate. Adding to this challenge is the operational difficulties facing practice and health systems, especially after the pandemic.…