Olivia
Anderson,
PhD, MPH, RD
Clinical Associate Professor; Associate Chair
University of Michigan
Dr. Olivia S. Anderson is a Clinical Associate Professor and Associate Chair of the Nutritional Sciences Department at the University of Michigan School of Public Health. Her research focuses on Interprofessional Education (IPE) and the Scholarship of Teaching and Learning with specific emphasis surrounding the: 1) implication of the public health discipline to IPE and practice, and 2) development and evaluation of lactation education training aimed to reduce health disparities and promote population health. Through the Scholarship of Teaching and Learning, she pilots and evaluates equitable teaching strategies for effective public health education.
Presenting at the Nexus Summit:
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…
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…
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…
BackgroundResearch has consistently shown that interprofessional education (IPE) improves patient-centered care and outcomes. Specifically, newer research has identified that student leadership in IPE leads to improved participation among peers, thus leading to improved IPE overall. Peer teaching described within medicine and nursing has had positive effects for both the learner and the teacher, but these studies were uni-professionally and did not examine this within an interprofessional context. The authors aimed to describe a student-developed IPE curriculum where health professional…
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…
In the summer of 2020, the University of Michigan’s Health Science Council of Deans (HSC) and Center for Interprofessional Education (C-IPE) were united by a desire to collectively address health inequities in society. The HSC charged the C-IPE to bring together dean-appointed diversity, equity, and inclusion (DEI) leads from 9 of our 10 health science schools, as well as students, patients, and DEI experts to lead the first stage of this effort. The goal was to gain an understanding of the current state of anti-racism and IPE intersections, individual school/college efforts on DEI and anti-…