Kelly Lockeman, PhD
Virginia Commonwealth University
Kelly Lockeman, PhD, is an associate professor at Virginia Commonwealth University in the School of Medicine and director of evaluation and assessment for the VCU Center for Interprofessional Education and Collaborative Care. She is responsible for the Center’s evaluation efforts and is engaged in a number of collaborative research projects aimed at understanding process and measuring outcomes of interprofessional education. She is an active member of the American Interprofessional Health Collaborative (AIHC), and her work has been presented and published in a variety of settings.
Presenting at the Nexus Summit:
An Exploration of Teamwork Attitudes Among Students Participating in Interprofessional Global Health Experiences
Background: Interprofessional education (IPE) is recommended by the IOM and mandated by most accreditors to promote competencies that will enable health professional learners to become effective health care team members. In addition to required IPE activities, students may have opportunities for electives, including global health trips that provide direct medical care and healthcare education to underserved, rural populations outside the US, where teamwork may differ from the US healthcare system. Our institution requires students participating in global health trips to complete a 1-credit…
The Commission on Dental Accreditation standards require that dental and dental hygiene learners participate in interprofessional education (IPE) during their academic training. IPE is an integral step towards developing practitioners who understand their own roles, the roles of other health professionals, and who can effectively communicate and collaborate with other providers. An initial step in the acquisition and application of IPE is for students to perceive it as relevant. Learners who appreciate the relevance of a topic are more likely to engage with the material and, in the case of…
How Do Three Common IPE Attitudinal Assessments Stack Up for Use with Early Learners in Different Contexts?
Tools for measuring outcomes of interprofessional education (IPE) have been criticized as having weak evidence for validity. The purpose of this study was to compare previous validity evidence for three commonly used self-report tools with data from 684 learners at four U.S. universities to better understand how these measures perform across contexts and learner levels. The research team consisted of faculty representing athletic training, dentistry, dental hygiene, dietetics, medicine, nursing, physical therapy, and public health, who came together to learn about, from, and with each other…