Shelene Thomas, PT, DPT, EdD, GCS
Regis University

Shelene Thomas completed her Doctorate in Physical Therapy at Creighton University and returned to her alma mater to for a Doctorate of Education with an emphasis in Interdisciplinary Leadership, in 2016. Since then, her interest in interprofessional education (IPE) has been heightened with research in this area and clinical education. She is an on-site reviewer for the Commission of Accreditation of Physical Therapy Education (CAPTE) and Delegate at Large for the National Interprofessional Committee (NIPEC), a branch of ACAPT. Shelene holds a Certified Specialty in Geriatric by the APTA and continues to practice in homecare at Denver Visiting Nurses Association.

Presenting at the Nexus Summit:
The Chiba Interprofessional Competency Scale (CICS29), was designed to address how the IPE continuum improves an individual’s competencies in interprofessional (IP) collaborative practice, and how an increase in an individual’s competencies contributes to their team’s performance. While the tool assesses student behaviors in the clinic, the authors argue that the scale can be used to evaluate the degree of achievement of the learning objectives in fundamental education. Compared with other IP collaboration scales, the CICS29 was found to have subsumed the key concepts that should be…
Interprofessional education (IPE) is often introduced early in the didactic curriculum for healthcare students, allowing for participation in their first professional year in these skills. However, understanding which Interprofessional Education Collaborative (IPEC) Core Competencies that are best addressed early on in the curriculum is unclear. A patient care conference through a paper case, which focuses on patient safety with students from nursing, pharmacy, physical therapy, and occupational therapy in small group, interprofessional (IP) teams, was created and evaluated to better…
The Core Competencies for Interprofessional Collaborative Practice (IPEC) identify the need for students in the health professions to prepare for interprofessional practice in order to provide excellence in patient care. Although the need for collaboration in the clinic has always existed, the impacts of technology, specialization, access to health information, and new delivery structures require the various health professions to think differently and purposefully about how to simultaneously optimize learning and patient care. Implementing interprofessional education (IPE) within the…
Background: The US department of Health and Human Services calls for improved healthcare access for individuals experiencing opioid abuse and utilization of multidisciplinary team models. [1] Individuals with substance abuse disorder may have difficulty accessing services due to healthcare provider stigma. [2] Medical students who received structured education about substance abuse, and/or experienced direct contact with individuals with substance abuse disorders had significant improvements in comfort level and attitudes towards this patient population. [2] Interprofessional education (IPE…