Diane
Levine,
MD
Professor, Vice Chair for Education, Department of Internal Medicine
Wayne State University
Diane Levine, M.D., is a professor at Wayne State University and Vice Chair for Education for the Department of Internal Medicine. She has a broad background in medical education spanning 35 years and has received more than 75 awards for her clinical care, mentorship, and teaching. Dr. Levine’s expertise includes curriculum development and integration. She has developed and published educational innovations designed to improve patient safety, quality of care, and reduce health disparities. Her work has been cited over 500 times. As the clinical lead for interprofessional education she utilizes interprofessional education to improve quality of care and patient safety.
Presenting at the Nexus Summit:
Background: Given the constant need for delivering safe care in today’s healthcare settings, there is an ever-growing necessity to educate health professional students about patient safety and prepare them to identify and address medical and medication errors as an interprofessional team. Due to COVID-19, many interprofessional experiences swiftly pivoted to virtual delivery. The aim of this virtual patient safety experience was to improve the knowledge of third year medical and pharmacy students on quality improvement (QI) and hazards of hospitalization. Methodology:This experience was…
Background: Participation in interprofessional education (IPE) during formal education is necessary to properly prepare students to collaborate with various disciplines in their clinical practice. In addition, the COVID-19 pandemic and the associated room capacity restrictions and social distancing recommendations have made it challenging for educators and institutions to continue the implementation of IPE activities. The safety of students and patients/clients is necessary when providing IPE opportunities in our current pandemic climate. Therefore, telehealth modality was implemented to…
Background: In response to COVID-19, regulations governing Telehealth were relaxed providing new opportunities for patient care delivery. Training students to deliver Telehealth became essential. We developed an interprofessional curriculum to deliver Telehealth education with a focus on recognizing and addressing health disparities. Methodology: The curriculum was delivered through asynchronous modules, a synchronous virtual orientation, and a Telehealth simulation. Students were assigned in interprofessional teams of 3-5 disciplines. Prior to orientation each student received a case to…