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Karen Farris, BS, MPA, PhD
Professor of Clinical Pharmacy
University of Michigan
Dr. Farris is the Charles R. Walgreen III Professor at the University of Michigan (U-M) College of Pharmacy and is Director of the Clinical Pharmacy Translational Sciences Graduate and Fellowship Program. She is a pharmacy health services researcher, focusing on how individuals manage medications and how pharmacists influence medication use. She facilitates the delivery of several IPE courses and now serves as co-chair of the Intentional Measurement & Research Workgroup at the U-M Center for Interprofessional Education.

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…
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…