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Debra Mattison, MSW, LMSW
Clinical Associate Professor
University of Michigan School of Social Work
Debra Mattison is a Clinical Associate Professor at the University of Michigan School of Social Work. She is actively engaged in IPE, serving on the UM Center for IPE’s Executive Committee, Curriculum Committee and core curriculum workgroup. Her work focused on developing, promoting and implementing innovative IPE learning opportunities. She regularly teaches health science IPE courses.

Presenting at the Nexus Summit:

Dipping Your Toes in the Water: A Low-stakes, Experiential Strategy to Recruit and Engage Faculty in Interprofessional Education
BackgroundWith the substantial growth of Interprofessional Education (IPE), there is increasing demand for engaged, trained faculty to support ongoing IPE innovation, expansion and sustainability. While there is growing literature regarding IPE faculty development, limited literature exists regarding effective, best-practice strategies to recruit and engage new IPE faculty.DesignA “dip your toes in the water” faculty recruitment and engagement strategy was developed using personalized, collegial outreach and invitation to an experiential, exposure level “faculty observer” IPE experience. This…
Engaging Early Health Profession Students with Real Patients Develops Awareness of Social Determinants of Health and Biases
BackgroundImplicit bias among health professionals fosters disparities across groups of patients. This qualitative study aims to determine how an interprofessional education (IPE) experiential program, using social determinants of health (SDH) as its framework, influenced early health profession students’ to consider SDH as they develop awareness regarding their interprofessional identity when interacting with patients. MethodologyThe Longitudinal Interprofessional Family-Based Experience (LIFE), an 11-week experiential IPE program, engaged early health professional learners through two…
Fostering an Interprofessional Learning Community of Scholars: A Model for Contemporary Faculty and System Partners Development
BackgroundSimply bringing faculty together from various health care disciplines does not necessarily result in beneficial interprofessional education (IPE). It has been suggested that faculty development approaches that foster a sense of connectedness not only mitigates burnout, but creates critical space for sharing ideas, learning, socialization, and a sense of belonging. Learning communities also provide opportunities for teaching, service, and scholarship. There continue to be challenges in cultivating high performing interprofessional teams across disciplines in a large public…
Introductory, Experiential, Inter-professional Education (IPE) Teams: Concordance in Ratings of Team Performance by Students, Patients and Faculty Experts
Background Introductory experiential interprofessional education (IPE) is necessary for health profession students to develop team skills. Meaningful engagement with patients provides an authentic experience for students, and patients can also provide feedback about team performance. The objective of this analysis was to determine the agreement of student and family/patient evaluation of team skills and to compare these to expert ratings. These analyses provide insight into future training for student and patient ratings of team performance. MethodologyThe Longitudinal Interprofessional…