Barret
Michalec,
PhD
Associate Professor; Director of CAIPER
ASU
Barret Michalec, PhD, is an Associate Professor and the Director of CAIPER at ASU. His work explores various socialization and professionalization processes and mechanisms nested within health professions education - specifically those impacting team-based skills and attributes such as empathy, humility, communication, and (inter)professional identity. Moreover, Dr. Michalec's work explores meso and macro-level factors that negatively impact the development and sustainability of IPE, as well as institutional practices that perpetually hinder the diversification of the healthcare workforce.
Presenting at the Nexus Summit:
Sense of belonging is conceptualized as “…the experience of personal involvement in a system or environment so that persons feel themselves to be an integral part of that system or environment” (Hagerty et al. 1992). Within this frame, belongingness is an internal affective feeling or perception – a “sense” (of belonging). Moreover, scholars suggest that there are two defining elements to sense of belonging: a.) Valued Involvement – or the experience of feeling valued, needed, and accepted (stems from relationships and social connectedness within system/organization), and b.) “Fit” – or the…
The AIHC-National Center Social Science and Humanities of IPE Journal Club will "kick off" at this year's Summit. In 2021, colleagues attending Nexus Summit had a robust conversation about the social sciences of IPE and their interest in cultivating scholarly dialogue. The goal of this Journal Club is to enhance awareness of theories, concepts, and methodologies to advance the science of interprofessionalism while fostering a scholarly network among social scientists interested in contributing to the field.
The inaugural Journal Club discussion will explore 3 articles related to the (…
Interprofessional Education (IPE) is when two or more health and social care professions learn with, from, and about each other during all or part of their education/training in order to cultivate collaborative, team-based, and patient-centered healthcare delivery. A majority of IPE leaders and instructors have focused on providing in-person, face-to-face learning activities, programs, and courses. Yet, as with all of education, because of COVID-19 faculty were forced to restructure and pivot their IPE opportunities to online and virtual formats. Although in-person IPE will more than likely…
Despite decades of research touting the value of interprofessional education (IPE), as well as the inclusion of tenets of interprofessional competencies into various heath profession education accreditation standards, there continues to be a hesitancy for organizations to authentically and consistently integrate IPE and collaborative-learning experiences into curriculum and training of their respective health profession programs. Time, space, and (negative) perceptions of learning with and from other health professions continue to serve as persistent challenges to realized IPE opportunities…