Melody Yozzo, DHEd, PA-C
University of Oklahoma Health Sciences Center
Melody J. Yozzo, DHEd, PA-C, CHES, DFAAPA, is an Associate Professor and the Program Director of the University of Oklahoma Physician Associate Program, Department of Family and preventive Medicine. She s an alumnus of the OU Physician Associate Program graduating in 2003 with a Master of Health Science. In 2008, following four years of practicing medicine in rural northern Oklahoma and 10 years of previous undergraduate teaching experience, she became a member of the initial faculty charged with developing a physician assistant program at the University of Oklahoma School of Community Medicine in Tulsa. Her early clinical experience included outpatient Internal Medicine with VA primary care, and Occupational Medicine/Employee Health. During seven years at OU-Tulsa she served as Director of Didactic Education and provided underserved patient care while proctoring PA students at OU Community Health clinics. Dr. Yozzo serves in leadership roles in PA organizations at the state and national level. She is a graduate of the University of Missouri-Columbia with a Bachelor of Science in Chemical Engineering and Oklahoma State University with a Master of Science in Curriculum and Instruction. She earned a Doctorate in Health Education from AT Still University and is CHES certified. Her principal research interest is in the area of implicit biases in health and medical education.
Presenting at the Nexus Summit:
A Structured Model to Optimize Longitudinal Team-based Care in an Outpatient Interprofessional Clinical Learning Environment (#1)
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…
Student Preparation for and Delivery of Ambulatory Care Through a Comprehensive Interprofessional Clinic Experience (#24)
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/…