![]() I had the pleasure of recently being invited to meet Karen at D’Youville College in Buffalo, New York and see the wonderful interprofessional collaborative simulation center that she heads. She instructs courses and physical therapy education and professional development, advocacy and aging supervises the clinical education and practices in subacute rehabilitation. She has 30 years of experience as a healthcare clinician, and more than 20 years as an educator. She holds a bachelor’s degree in physical therapy, a master’s degree in exercise science and a PhD in educational psychology all from the University of Buffalo. Karen is an associate professor at D’Youville College in Buffalo, New York, a certified healthcare simulation educator and a TeamSTEPPS Master Trainer. about communication and how we can fix it. If you’re new, don’t forget to subscribe because this episode like every show, we have the best guests from all around healthcare talks. Welcome back to the talk to me doc podcast. How do we bring together our young learners and teach them to effectively communicate within the team? Or in the answers to this question anymore? On this episode of the Talk2MeDoc Podcast. If you like the show please subscribe on Apple Itunes or wherever you get your podcasts! Click here for a link to all major platforms!Ĭheck out other great episodes with John Jurica MD and Greg Meola Pharm.D Transcription But then you ask them, how comfortable do you feel asking for help. “Nobody goes into healthcare because they want to do any damage or harm. She feels that a supportive team decreases burnout and increases workplace satisfaction.Karen discusses how communication skills are not soft skills, they must be practiced and taught.She hopes to empower students to ask about what they don’t understand.Panzarella stresses the importance of a safe space to make mistakes. Karen discusses her inter professional collaboration simulation program and how it helps her learners.She strives to facilitate the transition from the academic to clinic environment for optimal patient care and safety utilizing team-based approaches. Her research focuses on the use of healthcare simulation for collaborative practice. She is leading the efforts for its care component, a collaborative community primary care clinic with rehabilitation and a medically oriented gym and the comprehend component, simulation based education training. Health Professions HUB which will break ground for construction in September 2019. Panzarella is a key player in the development and planning of D’Youville’s 50,000 sq. Panzarella serves as D’Youville’s Director of Interprofessional Practice and Education where she has created a robust interprofessional curriculum involving over 40 faculty and 800 students annually.ĭr. Panzarella is driven by the crisis of avoidable medical errors leading to the third cause of death in the US and believes that training and education in collaborative care is a worthwhile solution. She also practices in subacute rehabilitation.ĭr. Karen instructs courses in physical therapy education on professional development, advocacy, aging and supervises clinical education. She has thirty years of experience as a healthcare clinician and more than twenty as an educator. She holds a bachelor’s degree in physical therapy, a master’s degree in exercise science and a PhD in Educational Psychology all from the University at Buffalo. See how this resource addressed key vetting criteria.Karen Panzarella is an Associate Professor at D’Youville in Buffalo, NY a Certified Healthcare Simulation Educator and TeamSTEPPS master trainer. The resource includes a definition of and framework for cultural competence, but no definition of linguistic competence. The resource addresses the implications of cultural competence and language barriers in services and supports to people with IDD and their families through vignettes, case studies and student directed activities. The focus is on imparting understanding of “multiculturalism” in rehabilitation practice and settings, but it does not specifically address UCEDDs and their Core functions and would need some adaptation. The resource provides perspectives of culture that include of race, ethnicity, socio-economic status, language-spoken, and immigrant or refugee status and alludes to intersectionality of disability, race and ethnicity. In each case there is a general section that is similar across curricula and then a discipline specific section. This resource is one of a series of curricula developed for professionals providing rehabilitation services. MattelianoĬenter for International Rehabilitation Research Information and Exchange (CIRRIE) A GUIDE TO CULTURAL COMPETENCE IN THE CURRICULUM: Physical Therapy
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