Susanne
Barnett,
PharmD, BCPS
Director of Interprofessional Education UW-Madison School of Pharmacy, Associate Professor
University of Wisconsin-Madison
Susanne Barnett, PharmD, BCPS, is an Associate Professor and Director of the Interprofessional Education Program at the University of Wisconsin-Madison School of Pharmacy. In this role, Susie oversees administration of the School’s IPE Program, and continuous monitoring of the program’s quality. Dr. Barnett’s teaching is focused on experiential learning, infectious diseases, and interprofessional education. Her scholarly interests include the scholarship of teaching and learning focused within interprofessional education and quality assessment and improvement. Susie has >15 years’ experience as an inpatient pharmacist as a part of an interprofessional team.
Presenting at the Nexus Summit:
This seminar is designed to share the efforts of five Big 10 Universities in Minnesota, Michigan, Ohio, Pennsylvania, and Wisconsin in advancing interprofessional education (IPE) in the clinical learning environment (CLE), with the intent to spur application and creativity across institutions nationally. Initiatives will be compared and contrasted conceptually to maximize relevance and utility for attendees, including initiative design and implementation, organizational level overseeing initiatives, model of integration across academic programs in the context of clinical placements,…
The University of Wisconsin-Madison Center for Interprofessional Practice and Education (UW CIPE) and the UW–Madison Teaching Academy have partnered to offer the Joint Teaching Academy and UW CIPE Distinguished Interprofessional Practice and Education (IPE) Fellowship. Distinguished fellowships are awarded to faculty members, academic staff, and professional students in recognition of their excellence in IPE teaching, practice, research, and/or leadership at UW–Madison and beyond. The Joint Dual IPE Distinguished Fellowship lasts for a period of five years with a possibility for renewal as a…
Many health profession accreditation standards, including those leading to the Doctor of Pharmacy program degree, require graduating students to be team-ready. Despite this, early interprofessional education is often focused on didactic learning with, from, and about learners from other professions while reserving interprofessional experiential learning to later in a curriculum when students can apply knowledge gained during their didactic curriculum. Despite this, students may benefit from early interprofessional experiential learning opportunities, including observation and reflection.…
Background:Doctor of Pharmacy (PharmD) accreditation standards require students to participate in both didactic and experiential interprofessional activities. Historically, within the University of Wisconsin-Madison School of Pharmacy (SOP), interprofessional experiential activities were reserved for advanced students who had already completed didactic interprofessional education activities and had an understanding of their roles, responsibilities, and baseline knowledge of their future profession. Introductory pharmacy practice experiences (IPPEs) were revised to incorporate early didactic…
While many professional accreditation programs require students to learn from, with, and about other professions, it is not commonplace for students to have the educational opportunity to be a part of an interprofessional team working on collaboration and teamwork throughout an entire semester. Twenty-one students representing five disciplines at the University of Wisconsin-Madison participated in an Interprofessional Collaborative Practice in HIV elective course focused on foundational knowledge and skills in interprofessional practice through the lens of HIV. This course was co-taught by…
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.…