Tyler Reimschisel, MD, MHPE
Founding Associate Provost, Interprofessional and Interdisciplinary Education and Research
Case Western Reserve University
Tyler Reimschisel, MD, MHPE; Founding Associate Provost of Interprofessional and Interdisciplinary Education and Research; Case Western Reserve University; Cleveland Ohio. In this role Dr. Reimschisel coordinates interprofessional and interdisciplinary education and collaborative practice initiatives for graduate and undergraduate students, faculty, and staff at Case Western Reserve University and its affiliate partners. Many of these initiatives include teams from the university working on community-based projects in order to learn teamwork skills, civic engagement, cultural humility and service to others. He is the co-leader of the Achieving Social Impact Pathway of the Case Western Reserve University’s Think Big strategic plan. He is a certified team coach, and he provides team coaching to teams working in clinical, academic, and community settings. Dr. Reimschisel is board-certified in Neurology with Special Qualifications in Child Neurology, Clinical Biochemical Genetics, and Clinical Genetics. Prior to coming to Case Western Reserve, he was the vice chair for Education and director of the Division of Developmental Medicine in the Department of Pediatrics at Vanderbilt University Medical Center. He also held several education leadership roles on interprofessional grants and programs, including director of the Vanderbilt Consortium LEND (Leadership Education in Neurodevelopmental Disabilities) Program through the Vanderbilt Kennedy Center, director of the Nashville Interprofessional Collaborative, and director of the Tennessee Interprofessional Practice and Education Consortium. He received a Josiah Macy Jr. Foundation Faculty Scholars Award in 2016 to build an interprofessional working-learning health system in a community-based clinic in Nashville.
Presenting at the Nexus Summit:
Description Effective teams are necessary for productive interprofessional education and collaborative practice. To prepare graduates who can serve as competent, caring, and effective team members, then the process of modelling and building effective teams and collaboration should be exemplified during health professions education. Some would say that academic collaboration is something of an oxymoron, often driven by long-standing academic traditions, working in our respective silos, and financial incentives that often continue to challenge collaboration. Even though students who enter…