DENISE BENDER, PT, J.D., M.Ed.
OUHSC

Denise Bender, JD, PT, M.Ed., is a tenured Associate Professor at the University of Oklahoma Health Sciences Center (OUHSC) College of Allied Health and College of Medicine. She earned her physical therapy degree from St. Louis University; Master of Education degree from Wayne State University; and a Juris Doctor degree from University of Maryland Baltimore School of Law. Prior to OUHSC, she was an Assistant Professor in the Department of Physical Therapy in the College of Medicine at University of Maryland Baltimore from 1991-2001.

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 a comprehensive academic health center, our institution serves approximately 4,000 students in more than 70 undergraduate and graduate degrees. Consistent with other health professions programs, the majority of our professional programs and disciplines have accreditation requirements for interprofessional educational (IPE) opportunities. In support of IPE programming, the Office of Interdisciplinary Programs, overseen by the Chief Academic Officer for the Health Sciences Center, is engaged in curricular oversight and the development of additional interdisciplinary offerings for the…
The University of Oklahoma Health Sciences Center combines interprofessional education (IPE) with comprehensive care to patients with complex medical and dental needs at a non-profit community clinic for the underserved or uninsured population of central Oklahoma. Team-based care is delivered to both medical and dental patients. Our previous models have not allowed collaboration among students of different disciplines. In one model, dental/dental hygiene students were siloed within clinics, treating dental patients exclusively, and interacted infrequently with students of other professions.…
The purpose of this presentation is to discuss the current interprofessional curriculum model at a comprehensive academic health center. This curriculum proposes a structured academic and clinical progression of mandatory and elective didactic and experiential learning related to IPEC competencies required to prepare students for interprofessional practice and to meet departmental accreditation standards. This presentation will discuss the methodology used lessons learned during this work-in-progress. Using the Kern six-step model for developing health professional education curriculum, the…
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/…