Denise
Bender,
PT, JD, MEd, FNAP
Professor
University of Oklahoma Health Sciences Center
Denise Bender, JD, PT, M.Ed., is a tenured Professor at the University of Oklahoma Health Science Center and the Doctor of Physical Therapy program director. She received the Jill Pitman Jones Professorship in Physical Therapy in 2017 and the David Ross Boyd Professorship for outstanding interprofessional student teaching, mentoring, and leadership in 2020. In 2012, Denise joined the campus-wide Interprofessional Educators and Practitioners Association (IEPA). She has served on the IEPA Executive Council and as chair of the IEPA Curriculum Committee. She is recently appointed to the ACAPT Board of Directors. Denise has presented nationally and internationally on interprofessional education and practice.
Presenting at the Nexus Summit:
Interprofessional education (IPE) experiences prepare students to translate their professional knowledge into efficient, patient-centered teamwork. The intent is for newly graduated students to transition smoothly onto interprofessional workplace teams. Unfortunately, the transition of IPP teaming preparation from the classroom to the clinic does not always happen as smoothly as anticipated. While students feel prepared to join and participate on existing teams, they feel unprepared for how to speak up about essential team issues. It is challenging for an inexperienced clinician to provide…
• Interprofessional education experiences are essential to transition the IPEC competencies from classroom-based knowledge to actual patient care. Active learning opportunities offer an important progression in the development of health care professionals by allowing them to practice the IPEC competencies. Fully integrated interprofessional teamwork requires service delivery by the person most qualified to provide the needed care. This expectation raises underdiscussed issues regarding scope of professional practice. Traditional beliefs that specific skillsets belong to one profession fail to…
• Interprofessional education experiences are essential to transition the IPEC competencies from classroom-based knowledge to actual patient care. Active learning opportunities offer an important progression in the development of health care professionals by allowing them to practice the IPEC competencies. Fully integrated interprofessional teamwork requires service delivery by the person most qualified to provide the needed care. This expectation raises underdiscussed issues regarding scope of professional practice. Traditional beliefs that specific skillsets belong to one profession fail to…
The COVID pandemic disrupted many long established interprofessional experiences that had been designed for traditional in-person delivery. When mandatory shutdowns began in April 2020, our campus IPE team was already in the midst of planning an in-person All Professions Day 1 (Fall 2020) and 2 (Spring 2021) that would each involve more than 1200 students and faculty from across three campuses. We decided to use our existing technology to produce these IPE events as planned. Immediate changes included identifying zoom capacities for our institutional licenses. That dictated the number of…