Margaret Robinson, M.Ed.
The University of Oklahoma Health Sciences Center

Margaret Robinson is the Assistant Director for Interdisciplinary Programs in the Office of the Vice Provost for Academic Affairs and Faculty Development at the University of Oklahoma Health Sciences Center. She coordinates the development and delivery of a comprehensive, cohesive, competency-driven menu of interdisciplinary learning experiences. This includes a two-year curricular program and supporting faculty development and research activities.

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…
Background: Accreditation requirements for experiential learning create an opportunity to utilize simulation to meet interprofessional education (IPE) goals. At our comprehensive academic health center, not all learners are required to complete the clinical experience, nor does IPE clinic support capacity for all students. In order to expand the experiential curriculum, we have established a simulation core requirement. In this pilot we have adapted a trauma simulation used in the physician associate (PA) program to create an IPE simulation experience. This work-in-progress pilot program had…
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…
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…
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.…
Background: Although the University of Oklahoma Health Sciences Center had a robust interdisciplinary/interprofessional (ID/IPE) education program with strong buy-in from the six professional-based colleges, the inclusion of graduate college research students in the basic bench science biomedical programs lagged behind. Inclusion of non-health professional biomed sciences students in defining the healthcare team, provides opportunity for additional important voices regarding translational science, to be intentionally invited to ID/IPE programming. The goal of our study was to implement…
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/…
Missing from our campus interprofessional education programming initiatives was a vital voice: the student. Quality interprofessional education, intended to meet accreditation standards, requires inclusion of the learner as team member. The purpose of this solution-orientated presentation is to describe a method of student engagement by which other institutions can provide better education in practice through organizing or augmenting their student-led initiatives. This model is of significance to the field of interprofessional education because it provides a framework for the development,…