Thomas
Bishop,
Psy.D.
Director of IPE University of Michigan Medical School
University of Mighian Medical School
Dr. Bishop serves as the Director of Interprofessional Education with the Medical School and as an Assistant Residency Director within the Department of Family Medicine. He received his doctoral degree in Clinical Psychology at Wheaton College. Dr. Bishop has spent his almost 23 years of his career in interprofessional education and collaboration. He served as a core faculty in the development of interprofessional education within the Academic Health Sciences Center at East Tennessee State University. He has worked with organizations in addressing culture, leadership, and in team development. He has worked with agencies in developing interprofessional education curriculum practice models.
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, hence the way it is taught to students is pivotal. Previous studies evaluating an interprofessional teaching approach have proven to be effective in increasing interest in the topic. However, most of these studies involved only physicians and physical therapists. To our knowledge, no studies have examined other health professions teaching medical students. Therefore, a group of learners and staff set out to allow health professionals to teach medical students. MethodsA cross-…
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…