October 21st - Creating a Foundation for Interprofessional, Health Literacy Education for Health, Social Work, and Legal Professionals

Educating health professionals to recognize health literacy challenges and communicate clearly with all patients has been a national goal for almost two decades. Since the Healthy People 2010 health communication objectives made health literacy education a priority, issues of interprofessionalism, team-based care, and patients' social determinants have also become relevant topics for health professional education. This panel describes an interprofessional collaboration among faculty and students from schools of medicine, dentistry, nursing, pharmacy, social work, law, public health, and library sciences to identify effective ways to provide and evaluate health literacy education. Panelists will describe the challenges in identifying evidence-based practices, evaluation methods, and differences in professional competencies and curricula and offer examples of how interprofessional health literacy education might work.

Objectives:

After this session, participants will be able to:

  • Define an interprofessional approach to health literacy education
  • List at least 2 challenges to an interprofessional approach to health literacy
  • Describe at least 2 examples of how health literacy can be taught and practiced in an interprofessional manner

Heather Congdon, PharmD, BCPS, CDE

Co-Director, Center for Interprofessional Education

Dr. Congdon, PharmD, BCPS, CDE, serves as the assistant dean for the Shady Grove campus of the School of Pharmacy. Her teaching focus surrounds interprofessional education, diabetes, and the abilities lab series.

Sonia Galvan, MS, RN, CNE

Harford Community College

Sonia Galvan is a nurse educator and bedside nurse interested in improving Maryland patient outcomes through understanding health literacy.  In her work with both patients and nursing students she has been constantly reminded of the importance of approaching patient care through a holistic and humanistic lens, with close attention to cultural competence and the social determinants of health. She received her Bachelor of Science and Master’s of Science degrees in nursing from Towson University and is currently completing the first year of her DNP at the University of Maryland School of Nursing. Sonia is an associate professor at Harford Community College where she works with undergraduate students to improve patient outcomes through educating new nurses. She hopes to use her knowledge of health literacy gained through this work to inspire her students and improve the quality of their community health and interpersonal communication learning.  

Dominique Gelmann, MDc

UMD School of Medicine

Dominique Gelmann is a fourth-year student at the University of Maryland School of Medicine. She graduated with her undergraduate degree in Physiology and Neurobiology at the University of Maryland College Park in 2017. As a physician-in-training, she is particularly interested in patient-centered, humanistic care and believes that this requires assessment of each of the variables that can impact wellbeing, including the social determinants of health and health literacy. Dominique has participated in multiple volunteer initiatives focusing on health education, community engagement, and patient empowerment. She currently serves as a President's Fellow at the University of Maryland Baltimore, engaging in an interprofessional, collaborative effort to author a white paper with recommended steps to enhance university-wide health literacy education. Additionally, she serves as a chair for the interdisciplinary student-run health clinic initiative and is working to incorporate health literacy and communication training into the volunteer orientation. 

Alice Horowitz, PhD

UMD Horowitz Center for Health Literacy

Dr. Horowitz, formerly a senior scientist, National Institute of Dental and Craniofacial Health, National Institutes of Health. Dr. Horowitz research focus has been on dental caries prevention and early detection. She was instrumental in initiating the need to address health literacy in dentistry and was one of the authors of the first NIH Program Announcement addressing health literacy. She organized the NIDCR’s workshop on oral health literacy and co-authored the resultant findings. She served as PI of a statewide oral health literacy needs assessment study. She has published numerous publications and led a team to conceptualize, design and conduct the study, Health Literacy Environmental Scans of Community-based Dental Clinics in Maryland.

Elsie Stines, DNP, CRNP

University of Maryland, Baltimore Office of the President

Dr. Elsie Stines has a joint appointment with the University of Maryland Medical Center and the University of Maryland, Baltimore (UMB). In 2010, she joined UMB as project director in the office of the president. In 2015, Dr. Stines was named the assistant vice president of special projects and initiatives to UMB President Jay Perman. In her role as an advanced practice nurse, Dr. Stines works in collaboration with physicians—and independently—to care for children with a variety of gastrointestinal and nutritional disorders. As assistant vice president, she is responsible for community initiatives focused on health and education. Dr. Stines oversees all aspects of the President’s Clinic, a weekly interprofessional clinical experience in which students from all six UMB professional schools join Chancellor Jay Perman in caring for pediatric patients. Dr. Stines is responsible for monitoring the development of the UMB CURE Scholars Program, which is designed to increase the number of underrepresented minorities in the health care workforce and is an integral member of the UMB CURE leadership team. Currently, Dr. Stines chairs the UMB’s President’s Diversity Advisory Council. She works with President Perman and School of Nursing Dean Jane Kirschling to expand interprofessional teaching opportunities within the broader community and is a member of UMB’s Interprofessional Education Task Force. Dr. Stines received her BSN from The Catholic University of America in 1989. She earned both her Advanced Practice Nursing degree and Doctor of Nursing Practice degree from the University of Maryland School of Nursing. She has a longstanding interest and expertise in the areas of childhood obesity as well as interprofessional education and practice, diversity, equity and inclusion, social determinants of health, and social justice.

Lauren Wheeler, MLIS

Information Services Librarian, UMB Health and Human Services Library

Lauren Wheeler is the Information Services Librarian at the Health Sciences and Human Services Library (HS/HSL) at the University of Maryland Baltimore. She graduated in 2016 with her masters in Library and Information Science from Wayne State University in Detroit, Michigan. She became the Information Services Librarian at the HS/HSL in 2018. Previously, she was a librarian at Borgess Medical Center and Lansing Community College. Lauren is passionate about and works to promote effective communication in many aspects of her position including committee work and her work in health literacy. She is a member of the Medical Library Association and the Mid-Atlantic Chapter of the Medical Library Association where she is an active member on the Communications Committee.

Cynthia Baur, PhD (Moderator)

Horowitz Center for Health Literacy, University of Maryland

Dr. Cynthia Baur became the Director of the Horowitz Center for Health Literacy in January 2017. Prior to coming to UMD, Dr. Baur worked for 17 years in communication leadership roles with the Centers for Disease Control and Prevention (CDC) in Atlanta, Georgia, and the U.S. Department of Health and Human Services (HHS) in Washington, D.C. Most recently, she served as the Senior Advisor for Health Literacy in the CDC Office of the Associate Director for Communication and CDC's Senior Official for the Plain Writing Act implementation. During her federal tenure, she led multiple initiatives to define best practices and guidelines in health communication and health literacy. She was the first manager of the Healthy People health communication objectives and the editor of the U.S. National Action Plan to Improve Health Literacy. At CDC, she created CDC’s health literacy website, which provides tools and online training to improve health literacy and public health, and she is the co-creator of the CDC Clear Communication Index, a set of scientific criteria for creating clear public communication materials. Her approach is based in communication science and focuses on providing diverse audiences with information in ways they can understand and use.

Anna Shao (Moderator)

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October 21: Creating a Foundation for Interprofessional, Health Literacy Education for Health, Social Work, and Legal Professionals
Recorded 10/21/2020
Recorded 10/21/2020 Moderator: Cynthia Baur, PhD UMD Horowitz Center for Health Literacy Panelists: Heather Congdon, PharmD UMB School of Pharmacy Alice Horowitz, PhD UMD Horowitz Center for Health Literacy Lauren Wheeler, MLIS UMB Health and Human Services Library Dominique Gelmann, MDc UMD School of Medicine Sonia Galvan, MS, RN, CNE Harford Community College Elsie Stines, DNP, CRNP University of Maryland, Baltimore Office of the President Description: Educating health professionals to recognize health literacy challenges and communicate clearly with all patients has been a national goal for almost two decades. Since the Healthy People 2010 health communication objectives made health literacy education a priority, issues of interprofessionalism, team-based care, and patients' social determinants have also become relevant topics for health professional education. This panel describes an interprofessional collaboration among faculty and students from schools of medicine, dentistry, nursing, pharmacy, social work, law, public health, and library sciences to identify effective ways to provide and evaluate health literacy education. Panelists will describe the challenges in identifying evidence-based practices, evaluation methods, and differences in professional competencies and curricula and offer examples of how interprofessional health literacy education might work. Objectives: After this session, participants will be able to: Define an interprofessional approach to health literacy education List at least 2 challenges to an interprofessional approach to health literacy Describe at least 2 examples of how health literacy can be taught and practiced in an interprofessional manner
Session Evaluation
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