Sara North, PT, DPT, M.Ed.
University of Minnesota Division of Physical Therapy
Sara North PT, DPT, M.Ed. is the Director of Educational Innovation for the Division of Physical Therapy at the University of Minnesota. Dr. North received degrees in Kinesiology and Psychology from the University of Wisconsin-Madison followed by a Doctorate in Physical Therapy (DPT) from Northwestern University. After six years as an orthopedic physical therapist, she served for six years as Director of Clinical Education at Carroll University, also earning a Masters of Education degree in Community Health Education. North begins her PhD at the University of Minnesota in Fall 2019 in Evaluation Studies. Her primary scholarly and professional passions include interprofessional education, clinical education, and assessment of educational pedagogical initiatives and curriculum. Dr. North serves on the University of Minnesota's 1Health Interprofessional Leadership Team and as the Curriculum Chair for the PT Division.
Presenting at the Nexus Summit:
Engaging Community Volunteers Through Quality Interprofessional Learning: A Collaborative Examination with Physical Therapy and Speech-language Pathology Students (#40)
Background: Though the field of interprofessional education (IPE) is growing in its research and peer-reviewed literature, there remains a lack of best-practice recommendations for IPE content and delivery. To address this gap, the Health Professions Accreditors Collaborative and the National Center for Interprofessional Practice and Education recommended recently, that quality IPE experiences possess four distinct characteristics. However, because the development and implementation of such activities can be a challenge, the dissemination of successful IPE models that include these…
Promoting the Health Professions Accreditors Collaborative and National Center for Interprofessional Practice and Education Guidelines: Re-envisioning the Quality and Assessment of Institution-level IPE Curriculum (#3)
The 2019 Health Professions Accreditors Collaborative (HPAC) and National Center for Interprofessional Practice and Education (NCIPE) best-practice guidelines recommend that institutions deliberately design the interprofessional education (IPE) curriculum to include intentionally created and sequenced longitudinal learning experiences that are integrated into existing professional program curricula. A challenge often faced by institutions striving for this goal is a lack of awareness of the many opportunities currently existing in curricula. Discovering, evaluating, and cataloging the full…