Vincent Dennis, Pharm.D., BCACP, CDE
University of Oklahoma Health Sciences Center College of Pharmacy
Vincent C. Dennis, Pharm.D., BCACP, CDE, Associate Professor and Dean for Professional Programs, University of Oklahoma College of Pharmacy. Current research interests focus on assessing learning outcomes from laboratory instruction, experiential education and integration of pharmacy students with interprofessional activities. Serves as co-chair of the 2018-19 Research Committee of the OU Interprofessional Educators and Practitioners Association. As Associate Professor and Associate Dean for Professional Programs, responsibilities include administration and/or oversight of pharmacy practice experiences as well as oversight for college residency programs. As a Certified Diabetes Educator and Board Certified Ambulatory Care Pharmacist, specialties include cardiovascular and endocrine therapeutics when providing clinical education to pharmacy students and post-graduate residents.
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/…