Shelley
Cohen Konrad,
PhD, LCSW, FNAP
Director, Center to Advance Interprofessional Education & Practice
University of New England
Shelley Cohen Konrad, PhD, LCSW, FNAP is Director of the Center to Advance Interprofessional Education and Practice, an initiative that promotes cross-disciplinary learning, research, collaborative practice, and service and a professor at the University of New England. She received a BA from Boston University and an MSW and PhD in social work from Simmons University. In 2014 she was inducted as a Distinguished Scholar & and Fellow in the National Academies of Practice and the Social Work Academy. Shelley lives on the coast of Maine where she enjoys gardening, reading, baking, UK mysteries, and spending time with family and friends.
Presenting at the Nexus Summit:
Lightning Talk Description: Interprofessional researchers are working steadily to advance evidence linking the impact of interprofessional education (IPE) on collaborative, person-centered, clinical practice and the ways practice needs shape health professions education requirements. Studies with single university alumni find that graduates who participated in campus-based IPE recognize that their collaborative academic experiences shaped what they looked for, expected, and practiced in their workplaces (Shrader, et al, 2022; Crampsey, et al, 2023). These observations have been further…
Lightning Talk Description: Medical misinformation, disinformation, and vaccine hesitancy led to excess deaths and a public health crisis during the COVID-19 pandemic and continue to influence many individuals’ critical health decisions. Vaccine hesitancy is not unique to the pandemic, but social media has made it easier to spread misinformation and disinformation. The aims of this innovative academic/cross-institutional project were to gather information about the underlying sources of vaccine hesitancy and to create learning/communication tools to effectively address misinformation and…
Each of us was drawn to health care for different reasons or motivations. Almost universally though, we share a common commitment to the desired end result: improving care and outcomes for the patients we serve. Whether you come to the conversation from a practice or education lens, patients are our North Star.
In recent years, there has been a growing recognition of the importance of the patient voice as a part of the care and learning team. The perspective of patients is critical so that systems of care and learning can be designed and evaluated to truly reflect patient goals.…
Seminar Description:
Learning Objectives:
- Discuss the scope and impact of interprofessional education on collaborative person-centered practice and care (IPECP)
- Explore the current enablers and challenges in IPECP Research
- Explore ways to advance IPECP Program Evaluation and Scholarship
IPECP is widely recognized as a route to improving the quality of the patient’s health care experience, improving the health of communities and populations, reducing the cost of health care delivery, improving the work experience of service providers, and addressing the health inequity, known as the ‘…
Leveraging Lessons Learned to Foster Leadership and Advance Interprofessional Education and Practice
Seminar Description: The COVID-19 pandemic led to unprecedented global disruption in both healthcare practice and education, yet also served as a catalyst for transformation. Implementation and adoption of long overdue changes in healthcare education and practice, including telehealth and virtual learning, were accelerated. The COVID-19 pandemic has placed healthcare at a crossroads of either viewing responses as either a temporary situation that requires short-term solutions, or as a major disruption that presents opportunities for innovation for sustainable development and transformation.…