Christi Barbee, AuD, F-AAA, CCC-A, Board Certified Audiologist
OUHSC

Christi Barbee, AuD, is Assistant Professor of Audiology in the Department of Communication Sciences and Disorders (CSD), College of Allied Health. She received her Doctor of Audiology from the University of Florida in 2005. She is a Fellow of the American Academy of Audiology, holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association, and is Board Certified in Audiology. She provides course instruction and trainee supervision in diagnostics, vestibular evaluation and treatment, central auditory assessment, and amplification. A founding member of the IEPA, Dr Barbee has served on the Executive Board since 2017. She is chair of the Faculty Development Committee and contributed to development of the IEPA bylaws, the creation of the interprofessional faculty seed grant, and creation of the IEPA student award. She has served as core faculty for EPIC, participated as team facilitator and supervisor for the Good Shepherd Clinic, and led faculty training for All Professions Day. In 2003, while an AuD student, Dr Barbee co-founded Project Yucatán, a multi-University and multi-professional service trip coordinated through the AYPRODA Foundation of Merida, Mexico. Now in its 17th year, this project has facilitated student groups from the University of Florida, University of Oklahoma Health Sciences Center, University of Texas at Dallas, and Universidad Autónoma de Yucatán in audiology, pharmacy, genetics, occupational therapy, education, and medicine to travel and administer care to underserved communities in the Yucatán peninsula. Services provided have included hearing evaluations, diabetes testing, genetic testing, distribution of vitamins, antibiotics, and antifungals, and nutritional training. Approximately 15,000 individuals have received services through Project Yucatán since 2003.

Presenting at the Nexus Summit:
To optimize the interprofessional clinical learning environment (IP-CLE) in ambulatory care and provide quality interprofessional education based on the Interprofessional Education Collaborative (IPEC) competencies, effective systems and processes should ideally include: 1) an intentional working agreement established by the learners before delivery of care in the IP-CLE, 2) a patient-centered approach to establish and prioritize mutual goals during interprofessional practice (IPP), 3) deliberate reflection on the working agreement to promote constructive revisions between sessions of care…
As accreditation standards have changed to require interprofessional experiences for health professions students in the classroom and in practice, faculty development and curriculum must evolve to embrace the newer standards. The purpose of this presentation is to disseminate a solutions-oriented, active process and to discuss progress in expanding IPE faculty development programming across a comprehensive academic health center. We will discuss the structure and mission of our campus-wide interprofessional organization and the related programming and purpose of our faculty development…
Background: Interprofessional practice (IPP) requires diverse learners to organize as a team. Didactic and episodic experiences may not provide learners with skills to establish/advance teamwork in practice. A model which requires students establish “ground rules” for team-based care delivery and provides faculty-led reflection can support skill development while addressing Interprofessional Education Collaborative (IPEC) competencies. Our specific aims include assessment of student perceptions after participation in this model using a validated interprofessional survey and a quantitative/…