Alexandra
Zagoloff,
PhD LP
Associate Professor
University of Minnesota Medical School
Dr. Zagoloff is a licensed child clinical psychologist whose clinical practice centers youths and families impacted by traumatic experiences. Dr. Zagoloff engages learners across the developmental continuum from undergraduate education through fellowship and across numerous disciplines (healthcare administration, medicine, nursing, occupational therapy, psychology, public health, social work). More recently, she shifted her attention to preceptor/faculty development given the significant role educators play through role modeling and the hidden curriculum.
Presenting at the Nexus Summit:
This lightning talk unpacks lessons learned from the development of a brand new, interprofessional learner-run curriculum committee. The talk begins with a brief task review - developing content to teach psychiatry residents key concepts of interprofessional leadership. Participants at this talk will learn about the chronology of committee membership and steps taken at multiple junctures to enrich the committee. This lightning talk concludes with a summary of committee successes and additional opportunities for subsequent interprofessional learner committee development. This talk highlights…
This seminar reviews curriculum developed by a committee of interprofessional learners (medicine, nursing, psychology, social work) invested in educating psychiatry residents on effective leadership skills. Participants will learn about the Drama Triangle and the Empowerment Dynamic which describe dysfunctional and adaptive systems of engagement, respectively. Presenters will review Dialectical Behavior Therapy Interpersonal Effectiveness skills (Linehan, 1993) which facilitate effective communication that nurtures relationships while maintaining limits. Participants will identify a drama…
This lightning talk describes an innovative continuing education curriculum for health professionals to develop and apply the IPEC competencies in their roles as providers and preceptors within interprofessional clinical learning environments. Preceptors create powerful influences on their learners via modeling and the hidden curriculum (Bartlett et al, 2020). Considering the scope of this influence, there is minimal existing content created for preceptors to enhance their skills for interprofessional precepting (Barnes et al, 2017). This session will summarize the hybrid curriculum content…