The implication of the public health discipline to interprofessional education, practice, and care
Interprofessional education (IPE) is an integral part to any accredited health sciences curriculum including public health in order to strengthen IP practice and care throughout the workforce. The intent is that students who engage in IPE will have the skills and knowledge to achieve the quadruple aim of healthcare. Yet, there are barriers to incorporating successful IP learning experiences such as time within the curriculum and student resistance. With ever-evolving technology, there are unique opportunities to engage health science trainees in an IP learning environment that overcome these barriers.
Related Publications: Anderson OS, August E, Goldberg PK, Youatt E, Beck AJ. Developing a framework for population health in interprofessional training: an interprofessional education module. Undergraduate Education issue in Public Health Frontiers. 2019 February 25. Published online: DOI: 10.3389/fpubh.2019.00058.
Kelling S, Hisamatsu R, Dublin L, Mergos J, Anderson OS. An asynchronous, interprofessional teams and teamwork experience for the first-exposure learner. Journal Interprofessional Care and Practice. 2019 March, 14. DOI: 10.1016/j.xjep.2018.11.006.
Related Online Modules: University of Michigan, Center for Interprofessional Education. Faculty Developer and Instructor: Interprofessional Teams and Teamwork Experience. Course Description: The primary purpose of this experience is to instill foundational level knowledge of effective teamwork that students can apply to teamwork with peers and in an interprofessional education scenario. Online Platform: Canvas LMS
Feasibility of a public health lactation curriculum for health professionals
Related to IPE, I aim to improve the state of lactation education across health professionals through my innovative partnership with LiquidGoldConcept (LGC), a breastfeeding education company. Lactation education for health professionals is lacking; existing curricula are fragmented, and assessments vary, which leads health professionals to feel unprepared to apply breastfeeding management skills to clients, understand how to advocate for policy, and conduct rigorous lactation research. Our goal is to build out an accessible yet vigorous lactation curriculum targeted for health professionals interested in pursuing an IBCLC.
Related Publications: Chuisano S, Anderson OS. Simulation tools to educate physicians and nurses: A scoping review. Journal of Human Lactation. 2019 May 21. DOI: 10.1177/0890334419848414.
Sadovnikova A, Ma K, Chuisano S, Stanley, K, Eglash, A, Mitchell KB, Pasque K, Plott J, Anderson OS. Face, content, and construct validation of the LiquidGoldConcept Lactation Simulation Model by breastfeeding medicine experts and novices. Under peer review in the International Breastfeeding Journal. June 2019.
Novel and efficient assessment and evaluation techniques at the micro- and macro-level
Implementing state-of-the-art pedagogical practices into coursework is important, but equally important is to assess student learning outcomes to ensure these practices work to maximize the student learning experience. At a programmatic level it can be difficult to efficiently evaluate and keep track of student progress to ensure academic programs are meeting accreditation standards. I am interested in supporting, designing and implementing assessment and evaluation tools to verify students are meeting high standard expectations.
Related Publications: Bair E, Lee CJ, Niemer R, Anderson OS. Implementing E-portfolio tools into curricula: A guide for faculty. IDEA Paper Series. 2019 April 22. IDEA Paper #78. Borton K. and Anderson O.S. Peer-review leads to increase in metacognitive skills in public health graduate students. Assessment and Evaluation in Higher Education. Published online March 2018. DOI: http://dx.doi.org/10.1080/02602938.2018.1458211.