Emily
Stuart,
MS, LAT, ATC, PNAP
The University of North Texas Health Science Center at Fort Worth
TX,
United States
Emily Stuart earned a master’s degree in sport pedagogy and a bachelor’s degree in athletic training. She is a nationally certified and Texas state licensed athletic trainer. Emily’s professional experience includes being the head athletic trainer in the high school setting and teaching high school science. Emily’s role within the Department of IPEP at UNTHSC is developing and managing assessment and evaluation, data and metrics, and reporting of program outcomes. Emily is responsible for preparation, dissemination, and publication of interprofessional practice and education data and outcomes for program assessment and accreditation records, campus communications, conferences, and academic scholarship/journals.
Presenting at CAB 2025:
This workshop, presented by the Texas IPE Consortium, equips faculty with strategies to facilitate rapidly forming learner teams in IPE settings. Drawing from the Rapid Teaming and IPE Facilitator Certificate courses, participants will gain practical tools to enhance team dynamics, communication, and collaboration in both didactic and experiential learning environments.
This oral presentation will allow for dialogue surrounding the premise of competence as an asymptote, allowing presenters and participants to safely share their points of view with regard to the need for a shift from strictly competency-based interprofessional education to the notion of developing reflective learners as a priority.
When people (students, faculty, professionals, etc.) think of IPE, what often first comes to mind are the basic ideas and excitement for the core competency of Roles and Responsibilities. In course evaluations from students regarding IPE the question often sounds like, "Can you just tell me what everyone can do?" And the disappointment often sounds like, "I didn't feel like I actually learned about other professions’ roles." Despite educators’ great ideas and intentions, methods of teaching toward this competency often leave learners in a negative state - feeling left out, undervalued, overly generalized, erroneously stereotyped, etc. But there is hope! This session offers participants the ability to reach a shared mental model regarding what is possible for competency in Roles and Responsibilities. The presenters will discuss the depth and breadth of the subject to be mastered, the history of professional roles, an atypical series of thought bursts to alter mind-set, and the methods anyone can use to establish a healthy foundation for lifelong learning in Roles and Responsibilities.