Educational Affairs Committee Symposium

"InterProfessional Education in Anatomy"

Monday, July 9th from 1:00 - 2:30 pm


R. Lisa Popp, PhD
Texas Tech University Health Sciences Center

Title:  Incorporating IPE into a preclinical medical curriculum:  Why and How?

If students in a healthcare professional program are to contribute to an interprofessional collaborative practice (IPECP) team upon graduation, we must prepare them for this transition by allowing for opportunities to develop IPE competencies.  These competencies can be developed by introducing IPE learning activities throughout a medical school curriculum.  I will provide an introduction and historical overview  of IPECP.  The challenges and hurdles, as well as lessons learned and the joys experienced when implementing IPE into an undergraduate medical school preclinical curriculum will be presented by presenting examples of IPE learning activities that occur at our medical school.

Brief Bio:  I received three degrees from the University of Texas at Austin: a B.A. in Biology in 1976, an M.A. in Exercise Physiology in 1983 and a Ph.D. in Pharmacology and Toxicology in 1995. Upon completion of my Ph.D., I conducted post-doctoral research in the laboratory of Dr. David Lovinger, one the leading experts on alcohol modulation of ligand-gated ion channels at Vanderbilt University School of Medicine I am currently an Associate Professor with tenure, in the Department of Medical Education (DOME) at Texas Tech University Health Sciences Center, School of Medicine (SOM). Before joining the DOME in 2015, I was in the Department of Pharmacology and Neuroscience (2003-2015), during which time I was an NIH funded scientist studying the molecular mechanisms of alcohol addiction. I have been teaching medical students since 2004 in the fields of Pharmacology, Neuroanatomy, Neurophysiology and Neuropathology as well as addiction.  My introduction to Interprofessional Education began in 2013 as a SOM champion for the TTUHSC Quality Enhancement Program (QEP) to promote Interprofessional teamwork.  As a QEP champion, I served on many committees.  Some of which included: the committee that prepared the QEP report for the Southern Association of Colleges and Schools (SACS); organizational committees for the our annual institutional IPE Fall Symposium; faculty committee that prepared and accompanied TTUHSC student teams participating in National CLARION competitions. 

In 2014, in preparation for the SOM LCME site visit, I began integrating IPE learning activities into the SOM curriculum and have personally been responsible for conducting approximately 10 Interprofessional Education and Collaborative Practice Learning Activities (IPECPLA) throughout the first two years of our medical curriculum.  I have presented data from these activities at both international and national meetings in both podium and poster format, some of which include: Collaborations Across Borders (CABS) V in 2015; Keck’s School of Medicine, Innovations in Medical Education in 2017; IAMSE International Conference in 2017 and The American Hearing and Speech Association National meeting in 2017. I am the SOM representative for the TTUHSC IPE Steering Committee and I have won two presidential awards in the area of IPE. 

Bruce Wainman, PhD
McMaster University

Title: 10 Years of Data on Interprofessional Education in Anatomy.

Overview: The human body in health and illness is the unifying element in health care and is thus a natural forum for IPE. At McMaster in 1999 we began an intense 10 week dissection elective for all of our professional health care groups. Ten years of detailed analysis of the attitudes of the participants using various modalities indicates this event is not only extremely effective education but has consistently improved professional identity, role clarity, feelings of competency and autonomy and the importance of cooperation in the provision of health care.

Brief Bio:  Bruce Wainman, PhD, is the Director of the Education Program in Anatomy and the Surgical Skills Laboratory at McMaster University, a Professor in the Department of Pathology and Molecular Medicine, an Associate Member of the Department of Ob/Gyn and the Coordinator of Biological Sciences for the Ontario Midwifery Consortium.

Bruce’s research is on various aspects of anatomy education including IPE and the efficacy of x-reality tools. Recent eBooks produced by Dr Wainman include “Pharmacology Revealed” and “Physical Assessment of the Well Woman and Newborn.”

Dr Wainman lectures at McMaster mainly on anatomy, pharmacology and reproductive physiology to the MD, undergraduate Health Sciences and Midwifery programs. For his teaching activities he has received the McMaster Student Union numerous times, the President’s Award for Educational, the Canadian Association for Medical Education Certificate of Merit Award for 2015,  Osler Lecture Award and a 3M National Teaching Fellowship.

Lynn Copes, PhD
Frank H. Netter MD School of Medicine at Quinnipiac University

Title: Starting from Scratch: integrating interprofessional anatomy learning into a new medical school

Overview: The Frank H. Netter MD School of Medicine at Quinnipiac University welcomed its first class in the fall of 2013. The medical school joined large and vibrant Schools of Health Sciences and Nursing and provided, for the first time, an on-site gross anatomy laboratory to be used by students from ten different degree programs. Integrating interprofessional opportunities for students taking anatomy has faced logistical challenges, but been met with enthusiasm from stakeholders in all areas. 

Brief Bio: Lynn Copes received a PhD in paleoanthropology from Arizona State University in 2012. In 2013, she was hired as one of the Founding Faculty members of the Frank H. Netter MD School of Medicine at Quinnipiac University where she has been active in the development of the gross anatomy curriculum. She is currently a Faculty Fellow at Quinnipiac’s Center for Interprofessional Healthcare Education and is passionate about finding ways for students in all health care professions to learn clinically relevant anatomy while gaining respect for the expertise of other professions.