Kathryn (Kat) Neill, PharmD, FNAP
Associate Provost for Academics; Director of Interprofessional Administrative and Curricular Affairs
University of Arkansas for Medical Sciences
Kathryn K. Neill, PharmD, FNAP is the Associate Provost for Academics and Director of Interprofessional Administrative and Curricular Affairs for the University of Arkansas for Medical Sciences. After receiving her PharmD, she completed a fellowship in Neuropharmacology and practiced as a Pulmonary and Critical Care Specialist. Dr. Neill currently chairs a team of more than 40 faculty to design, deliver, and assess a campus-wide interprofessional graduation requirement for 73 degree programs.

Presenting at the Nexus Summit:

Interprofessional education within large health science centers involves teams of interprofessional facilitators co-facilitating events where two or more learners from different professions learn about, from and with each other. To accomplish this, a bank of engaged faculty trained to co-facilitate these IPE learning events is needed. A training and certification process for faculty to build their facilitation skills for IPE events was created. This process included interprofessional team-based active learning experiences just like students experience. The process includes three steps for…
Professional Wellness has been a hot topic across professions for a decade, and recent events such as the COVID-19 pandemic and rising racial tensions have made self-care all that much more important. Further, a wholistic approach to patient care that includes a wellness assessment and key strategies to improve wellness can improve patient care quality and experience, prevent illness and injury, and promote wellbeing. As such, there is an opportunity to intermingle a critical professionalism topic with team skill building using IPE methodology. During this IPE competence workshop,…
The COVID-19 pandemic has created an opportunity to intermingle real-life crisis decision-making with team skill building using IPE methodology. During this online, IPE competence workshop, students from colleges of medicine, nursing, pharmacy, public health, and health professions created proposals to address needs in the time of COVID-19, focusing on family life, vulnerable populations, societal wellness, and supply chain. In order to stimulate better understanding of system-based considerations and others’ professional responsibilities during a pandemic, students were assigned to a…
On March 13th, 2020 an academic health center suspended onsite classes due to the first confirmed case of COVID-19 in the state. Faculty across 5 colleges (Nursing, Medicine, Public Health, Pharmacy, Health Professions) and the graduate school rapidly implemented alternative methods of instruction to complete coursework for the spring semester. The campus also delivers a 3-phase (exposure, immersion, competence) interprofessional education (IPE) curriculum that is a graduation requirement. Interprofessional simulation training is a core immersion phase activity. Concurrent to suspension of…
In response to the first positive case of COVID-19 in the state, an academic health center, instituted a 1-800 COVID-19 Hotline. The hotline provided rapid access to a health screening algorithm via a telehealth platform to assist the statewide community in understanding when they should access the health care system to seek testing or care for COVID-19 symptoms and where they could access these resources. Faculty and staff from the Office of Clinical Informatics and Internal Medicine (Division of Infectious Disease), Institute for Digital Health and Innovation, Information Technology, and…
Medical providers demonstrate weight bias (WB) to varying degrees, which negatively impacts quality of care and patient outcomes. WB is defined as the “negative weight-related attitudes, beliefs, assumptions and judgments toward individuals who are overweight and obese.” There are few established WB healthcare training programs. The objective of this study was to provide an interprofessional education (IPE) simulation activity, comparing its impact to a traditional style lecture on students’ weight-related attitudes and perceptions. 44 students from medical, pharmacy, physician assistant (PA…