Andrea
Pfeifle,
EdD, PT, FNAP
Associate Vice Chancellor for Interprofessional Practice and Education
The Ohio State University and Wexner Medical Center
Andrea Pfeifle EdD, PT, FNAP is the Associate Vice Chancellor for Interprofessional Practice and Education at the Ohio State University and Wexner Medical Center and Professor of Family and Community Medicine. She serves on the Executive Committee and Board of AIHC, is President-Elect of the National Academies of Practice, a member of NAP Physical Therapy Academy, and on the Interprofessional Education Collaborative Expert Panel, Leveraging the IPEC Competency Framework to Transform Health Professions Education. Dr. Pfeifle has served as the inaugural leader for the development of three major university interprofessional practice and education initiatives - University Kentucky, Indiana University, and Ohio State. She has authored, presented, collaborated, and supported interprofessional practice and education in a number of settings and believes wholeheartedly that it is key to achieving the Quintuple Aim of improved patient experience, improved population health, reduced costs, improved provider experience, and health equity in health care delivery.
Presenting at the Nexus Summit:
Building from an existing module, an interprofessional team of faculty, staff and students created a longitudinal, five-part module entitled, “Anti-Racism in Action” involving over 1000 second year learners and 76 facilitators from six Ohio State health sciences colleges. Learning objectives spanned five IPE competencies (Evidence Based Practice, Collaborative Leadership, Interprofessional Communication, Roles and Responsibilities, and Teams and Teamwork). Over seven weeks, students: (1) completed individual readings and videos and a quiz on definitions of racism and its impact in health care…
The BuckIPE curriculum is an integrated, longitudinal interprofessional (IP) curriculum for health professions programs at The Ohio State University, including the Colleges of Arts and Sciences, Dentistry, Medicine, Nursing, Optometry, Pharmacy, Public Health, Social Work, and Veterinary Medicine. The curriculum is purposefully designed to be progressive; students advance across three levels: foundation, immersion, and mastery. In the foundation level, students learn rationale, supporting evidence, and foundational knowledge and skills for collaborative practice (IPCP). In the three…
Peer review has been identified as a critical element of the publication process. (JF Polak, 1995). However, the continued growth of scientific submissions puts an increasing burden on the demand for peer review (M. Kovanis etal., 2016). Reviewer fatigue has become evident in trying to meet the review demands(C. Fox et al., 2017). It is therefore critical that new manuscript reviewers are trained to add diversity to the mix of reviewers and increase the number of skilled reviewers to reduce the burden and control burnout of current reviewers.
Reviewer development and mentorship comes in many…
System resilience is characterized by institutional capacity to recover from adversity, restabilize, and return to a functional normal. There’s much confusion however about what system resilience looks like, how it should be implemented, and if, in fact, we should reconceptualize what the post-pandemic workforce needs to support overall wellbeing, improve retention, and maintain optimal patient care.
A retrospective analysis of workforce resilience finds that worker burnout was a significant problem prior to the pandemic, affecting health providers across professions, status, levels, and…
Description Effective teams are necessary for productive interprofessional education and collaborative practice. To prepare graduates who can serve as competent, caring, and effective team members, then the process of modelling and building effective teams and collaboration should be exemplified during health professions education. Some would say that academic collaboration is something of an oxymoron, often driven by long-standing academic traditions, working in our respective silos, and financial incentives that often continue to challenge collaboration. Even though students who enter…