Beth Davis, PT, DPT, MBA
Emory University

Dr. Davis received a Master of Physical Therapy from Emory University in 1997, followed by a Doctor of Physical Therapy from Emory University in 2003. Additionally, she received a Master of Business Administration from Georgia State University in 2002. Her research focuses on interprofessional education and collaborative practice for facilitators and students with an interest in faculty and clinical instructor development. Her scholarship emphasizes collaboration with physical therapy and interdisciplinary colleagues at Emory and other institutions to improve development and evaluation of interprofessional education and practice. She is also involved in research related to physical therapy student education and marketing in physical therapy private practice settings. She is actively involved in IPECP at Emory and nationally through the American Physical Therapy Association and National Academies of Practice.

Presenting at the Nexus Summit:
In the fall of 2018, approximately 600 students from across several disciplines at Emory University participated in a team training event. The purpose of the event was to provide education for the use of SBAR (Situation, Background, Assessment, and Recommendation) as a communication tool to improve healthcare outcomes. The overarching aim of the study was to assess whether the education and small group practice using SBAR improved communication among various disciplines. Additional goals were to determine whether students (1) collaborated more effectively in planning patient care, (2)…
To combat medical error and improve communication, training programs have begun to implement curricula that encompass all members of the care team. Communication failures are a major factor in medical errors. Structured communication tools such as the situational briefing tool, “Situation, Background, Assessment, Recommendation” (SBAR) has been suggested as a model to structure clinical communication. Effective training of health professions students is important as these students transition into clinical practice. We plan on describing a SBAR training program and assessment of this program…
Communication failures have been estimated to be a major factor in many healthcare errors. During the transfer of information between providers, inadequate communication of vital information can occur. Standardized communication is one means of improving safety during this transfer of information. One commonly used tool is the situational briefing tool, “Situation, Background, Assessment, Recommendation” (SBAR). The purpose of this study was to design and develop a reliable, defensible instrument to assess SBAR skills among our health profession students. The initial draft of the rubric…
The creation of effective interprofessional education requires strategic development of health profession training curricula. An understanding of attitudes and perceptions surrounding medical errors will inform the design of interventions and educational strategies most suitable for healthcare providers. The purpose of this study was to describe the reactions of first-year health profession students to a real-life medical error scenario using a unique approach reflecting on a video describing medical errors. We hypothesized that we would detect differences in reactions between disciplines.…