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The Human Gut Microbiome
Tammy J. Ladue
Although the gut microbiome has been known for many years, it wasn’t until the mid-1970’s that a relationship was hypothesized in medical journals. With the advent of the Human Genome Project in 2001 (Adak & Khan, 2019) further investigation into the types and relationship of the microbes in the GI tract were seriously studied.
Utilizing DNA & RNA tracking and culture techniques found during the Genome Project, more information was found on the Gut Microbiome. It was as of 2017 that the knowledge on the Microbiome began to show promise. It has been speculated that the GI tract has approximately 10 times more bacterial cells that the human body itself, and 100 times more DNA & RNA than the human genome although this has been recently revised to a 1:1 ratio (Thursby & Jug, 2017).
The microbiota of the GI tract has a high degree of redundancy in their functions of immunity, structure, energy, and protection which are due to location and the environment of where they are in the GI tract as well as external factors that may affect the biome.
The following presentation is an introduction to the Human Gut Microbiome.
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The UNM School of Law and HSC Office of Interprofessional Education 4th Annual Values, Ethics, and Shared Decision-Making Conference on The New Autonomy, Access to Reproductive Health Services, and Gender Affirming Care
University of New Mexico and University of New Mexico - School of Law
The UNM School of Law and HSC Office of Interprofessional Education 4th Annual Values, Ethics, and Shared Decision-Making Conference on The New Autonomy, Access to Reproductive Health Services, and Gender Affirming Care.
Conversations on Law Perspective Autonomy and the Law
Rob Schwartz - 25 minutes
Maryam Ahranjani 10 minutes
John Banzhaf - 5 minutes
Q and A - 5 minutes
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The UNM School of Law and HSC Office of Interprofessional Education 4th Annual Values, Ethics, and Shared Decision-Making Conference on The New Autonomy, Access to Reproductive Health Services, and Gender Affirming Care
University of New Mexico and University of New Mexico - School of Law
The UNM School of Law and HSC Office of Interprofessional Education 4th Annual Values, Ethics, and Shared Decision-Making Conference on The New Autonomy, Access to Reproductive Health Services, and Gender Affirming Care
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The UNM School of Law and HSC Office of Interprofessional Education 4th Annual Values, Ethics, and Shared Decision-Making Conference on The New Autonomy, Access to Reproductive Health Services, and Gender Affirming Care
University of New Mexico and University of New Mexico - School of Law
2:05 pm- 3:15 Reproductive Health Panel
Ebony Simpson - Moderator
Smita Carroll - experiences and perspectives from the frontlines in NM
Alexandra Herman- Pharmacy role in ensuring access to reproductive health services
Farzana Kapadia - Public Health/Epidemiologist @ NYU - framing the conversation - reproductive justice
Devki Joshi (article) - experiences and perspectives from the frontlines in NM
Rachel Neal - experiences and perspectives from the frontlines in Georgia
Facilitated Q and A
John Banzhaf - Summary comments on current legal threats
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The UNM School of Law and HSC Office of Interprofessional Education 4th Annual Values, Ethics, and Shared Decision-Making Conference on The New Autonomy, Access to Reproductive Health Services, and Gender Affirming Care
University of New Mexico and University of New Mexico - School of Law
3:55 pm - 4:50 pm Panel discussion on Gender Affirming Care (Medical and Legal)
Adrien Lawyer - introduction and facilitator of panel
Sarah Steadman - discussing legal advocacy for youth seeking legal gender affirmation
Molly McLain MD - (video) discussing her work/access issues for gender affirming care
Carole Conley MSW- Clinical Quality Programs, Manager
TK King MD student
Jonathan Hulse MD/PhD student and lead of the HSC LGBTQ+ students and allies in Health Care
Lucia Vulcan MD student
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2019 Update: Developing Quality Interprofessional Education for the Health Professions
James Nawarskas and Heidi Honegger Rogers
In order to provide quality and cost-effective care, health professionals must be better prepared to lead and collaborate in interprofessional teams. This is the foundation for interprofessional education (IPE), which is a required element for the accreditation of many health professions programs. The Health Professions Accreditors Collaborative (HPAC) recognizes that accreditation must play an important role promoting quality IPE that leads to effective health outcomes, including encouraging communication and collaboration across professions and the institutions that sponsor educational programs. In February 2019, HPAC developed a document in collaboration with the National Center for Interprofessional Practice and Education to provide guidance so that students are prepared for interprofessional collaborative practice upon graduation. The goals of the provided guidance are twofold: 1. To facilitate the preparation of health professional students in the United States for interprofessional collaborative practice through accreditor collaboration; and 2. To provide consensus guidance to enable academic institutions in the United States to develop, implement, and evaluate systematic IPE approaches and IPE plans that are consistent with endorsing HPAC member accreditation expectations. This presentation will summarize this guidance document in an effort to encourage increased communication and collaboration and to provide guidance on expectations related to quality IPE.
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Standardized Patient Assessment of Communications in Pharmacy and Medical Students
James Nawarskas, Mikiko Takeda, Patricia Marshik, Alexandra Herman, Mary Vilay, Krista Salazar, Audrey Bobick, and Edward Fancovic
Use of activities (i.e. objective structured clinical examinations, or OSCEs) involving standardized patients (SPs) is a commonly used method of assessing communication skills in health sciences education is through the. The use of SPs was associated with higher scores on communications assessments and significant improvements on many subsections of a communications assessment tool in pharmacy students. However, these studies used faculty (not the SPs) to assess the students. While the use of SPs as direct evaluators of communication skills is recognized in medical education it is poorly defined in pharmacy education. In addition, interprofessional education (IPE) environments (including the one here at the University of New Mexico) are likely to use the same SPs to help train and assess students coming from an array of health professional programs. This project studied the utility of using SPs as evaluators of communication skills in pharmacy students and determined the extent of the difference in SP assessment of communication skills in pharmacy and medical students. We believe such knowledge will be helpful for designing and assessing IPE activities that involve SP interactions
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Stimulating Ideas and Dialogue for Interprofessional Education Presentation
Krista Salazar, Loren Kelly, Shelly McLaughlin, James McKinnell, Sarah Patel, Heidi Rogers, Yvette Ramirez Ammerman, and John Simmons
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Lobowings: A Pilot Study of Interprofessional Patient Safety Training
Kristina Wittstrom, Mark Holdsworth, Loren Kelly, Glynnis Ingall, and Mark Rolfson
UNMHSC has endorsed Interprofessional Education (IPE) and is committed to developing meaningful curriculum and IPE experiences that will allow students to learn with and from each other about interprofessional collaborative practices. LoboWings training (developed by UNM Hospital) is designed to promote a culture of patient safety and teamwork through application of Crew Resource Management (CRM) techniques similar to those used in airline safety programs.
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An Interprofessional Community Engaged Educational Curriculum for Health Professions Students
Cynthia Arndell, LeeAnna Vargas, Loren Sapphire Kelly, Betsy VanLeit, Jacqueline Garcia, and Christine Cwik
Population health management requires cross-sectoral collaboration within and outside of health sciences professions to effectively address our current societal health priorities and inequities. Exposing health professions students to a competency-based framework that focuses on community engagement early in their educational training lays the foundation for building the necessary partnerships with communities to promote health. Aligned with our institutions mission, the University of New Mexico Health Sciences Center's Interprofessional Education (IPE) Team is designing a required interprofessional community engaged curriculum for all nursing, medicine, pharmacy, physician assistant, and occupational and physical therapy students to be implemented in Fall of 2015.'
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Implementing an Interprofessional Chronic Complex Disease Rotation Innovation ECHO
Michell Iandiorio, Summers Kalilshman, Paulina Deming, Joe Anderson, and Van Roper
Teaching learners to work effectively in interprofessional clinical teams is a provision of quality care. Applying best practice interprofessional team learning to patients with chronic complex disease supports the mission and addresses educational goals for patient care and for learners at the University of New Mexico Health Sciences Center (UNMHSC).
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Interprofessional Drive Thru Flu Shot Clinic
Kyle Leggott, Danielle Castioni, and Daniel Stulberg
Interprofessional education has moved to the forefront of healthcare education due to the importance of collaborative relationships between healthcare providers. Recognizing this, numerous national healthcare organizations came together forming the IPE Collaborative (IPEC) and developing core competencies that can be used as part of healthcare education. The Health Sciences Student Council (HSSC) used a drive-thru flu shot clinic to bring together students from multiple disciplines to provide experience working in interprofessional teams and improving community health.
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Training Faculty in the Principles of Inter-Professional Education: A Pilot Faculty Development Program
Michel Disco, Krista Salazar, Loren Kelly, Betsy VanLeit, Cynthia Arndell, and Bronwyn Wilson
After several site visits, conferences and a review of the IPE literature, the IPE team decided that interprofes-sionalfaculty development was an early priority. Five IPE team members (MD, KS, LK, CA, and BW) attended the EHPIC Faculty Development Certificationtraining course in Toronto, Ontario in 2013. Our project was to begin to design three core IPE Faculty Development workshops for the HSC.
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UNM HSC Environmental Scan Survey Results
Michel Disco, Krista Salazar, Loren Kelly, Diane Bessette-Shore, Cynthia Arndell, and Betsy VanLeit
According to the definition of the World Health Organization (WHO 2010) all learning activities in the IPE curriculum must be interprofessional. There are currently pockets of IPE activities across the UNM HSC campus. There have been IPE courses offered in the past on campus with great success and strong faculty support and commitment. An IPE Team was formally organized through the support of HSC professional programs. The IPE Teams goal is to build critical capacity by identifying where we can connect or expand with faculty who are engaged in IPE activities and increase and sustain UNM HSC IPE programming. The HSC IPE Environmental Scan was designed by the IPE Team to gather UNM HSC IPE information about: 1) What IPE Activity is currently occurring, 2) What IPE activity occurred in the past, and 3) What is the quality of IPE on campus, present and past.'
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