Jessica
Kruger,
PhD, CHES
Clinical Assistant Professor
University at Buffalo
Jessica S. Kruger, PhD is a Clinical Assistant Professor in the Department of Community Health and Health Behavior and Director for Teaching Innovation and Excellence, School of Public Health and Health Professions. Dr. Kruger is a health educator whose research focuses on consumption and addictive behaviors, health behavior decision-making, and pedagogy in public health. She collaborates with a wide variety of community-based organizations and advises students at the Lighthouse Free Medical Clinic and the Seneca-Babcock Community Center, both in the Buffalo area. Dr. Kruger serves on the National Board of Student-Run Free Clinics and continues to promote the importance of public health within free medical clinics, as well being a member of the leadership team of Interprofessional Education and Collaborative Practice at UB. Most recently, Dr. Kruger has been named a 2021 SUNY Online Ambassador for her enthusiastic, effective virtual teaching and advocacy of online education in the SUNY community.
Presenting at the Nexus Summit:
Helping students to develop creative problem-solving skills and to work with other professions to come up with novel solutions is a key part of interprofessional collaboration (IPC). Innovation sprints are considered to be a novel pedagogy where small, diverse groups of students gather to find innovative solutions to problems within a given field. At the University at Buffalo Doctor of Pharmacy (PharmD) and Master of Public Health (MPH) students worked together to address the problem of medication adherence among low-income patients using an innovation sprint. A total of 133 students…
Dental medicine students often rate Interprofessional (IP) educational experiences as a lower priority for their curriculum than peers in other health professions. This may be due to the lack of exposure to other professions in standard dental medicine curricula. This study investigates trends in perceived interprofessional collaborative practice (IPCP) skills among third-year dental medicine students participating in two exposure level experiences with students from other professions across a large academic health center. Two cohorts of D3 dental medicine students (2018-2019 and 2019-2020)…
It is important to assess the effectiveness of all interprofessional collaborative practice (IPCP) activities; however, current assessment measures pose considerable time burdens to participants and event logistics. Continual innovation in assessment needs to remain a priority for IPE programs. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is a frequently used assessment measure of perceived IPCP skill levels. This survey is administered after an interprofessional learning experience and uses a retrospective pre-test/post-test design to assess 20 items and includes…
Measurement tools in interprofessional education (IPE) are at their infancy. Establishing the effectiveness of IPE experiences is essential, and the current assessment measures may be subject to various types of bias. Innovations in the assessment of IPE activities should be a priority, including assessing the properties of existing widely used measures. Traditional pretest/posttest measures are believed to measure change as a result of an IPE experience by asking learners to identify knowledge, skills, attitudes, and behaviors before an IPE experience and then again after the experience. The…