Co-sponsored by
The Inst for Patient Care_7.08.08.RGB

Are you trying to create opportunities to seamlessly bridge your health professions students’ learning in the academic classroom and clinical environments?

Are you responsible for creating an educational on-boarding process that attracts the best health professions graduates to join your interprofessional clinical team?

Is your healthcare team creating an innovative process for workforce development that supports interprofessional team development?

Use evidence, creativity and collaboration to address your institution’s academic – practice gap at this four-day project-based workshop. We strongly encourage that you attend this program with at least one team member. Your combined work will be more impactful.

Continuing education credit available for nurses, physician assistants, physicians, pharmacists, social workers, and speech-language pathologists.


After attending this workshop, participants will have:
  • Analyzed and assessed their learning and clinical environments in preparation for bridging the gap: includes systems understanding, microsystem culture, values, and mission as they pertain to education and patient care.
  • Identified facilitating factors and potential challenges to implementing an interprofessional approach to bridging the learning-practice gap, and developed a toolbox of strategies to address implementation challenges.
  • Outlined and prioritized program objectives, considering desired outcomes for learners, faculty/clinician educators, teaching-learning cultures in the learning and practice environments, and patient experience.
  • Drafted a project implementation plan that spans academic and clinical learning and work experiences.
  • Drafted a program evaluation plan that aligns with the intended project outcomes and draws from real-world examples.


In preparation for this course, participants will:
  • Analyze their learning and practice environments.
  • Define the gap between learning and practice: Is it values, learning culture, work practices, something else?
  • Come with an open mind, ready to discuss and design.
At the end of Day 1, participants will:
  • List the important contributions of aligned values, culture, and shared education and work intentions, as well as challenges, as the basis for bridging the gap between learning and practice in their institutions (e.g. academic – practice gap).
  • Define the intended objectives and outcomes for an innovation crossing learning and practice that applies to learners, teaching faculty, clinical practitioners, institutional culture and patient experiences.
  • Be prepared to design.
At the end of Day 2, participants will:
  • Be able to apply design thinking strategies to draft a curriculum or on-boarding plan that bridges the academic – practice gap, respecting the values and cultures of both environments and logically building to the desired outcomes. 
  • Practice boundary-spanning leadership skills that will support buy-in and successful implementation of their project.
  • Begin to design.
At the end of Day 3, participants will:
  • Be able to list the important considerations that will impact the measurement of their project process and intended project outcomes and begin to draft an evaluation plan that includes cost and investment outcomes.
At the end of Day 4, participants will:
  • Know at least 2 examples of outcomes measurement models that have been applied to complex interprofessional healthcare education or practice innovations and be able to relate pros and cons of these models to their own project.
  • Be able to list reasons that interprofessional workforce development is the future of healthcare delivery.


Barbara Brandt, PhD, EdM

Director, National Center for Interprofessional Practice & Education, Associate Vice President, Academic Health Center, University of Minnesota

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Renowned for her work in health professional education, and specifically, interprofessional education and continuing education, Dr. Barbara Brandt serves as associate vice president within the University of Minnesota’s Academic Health Center, and she is the director of the National Center for Interprofessional Practice and Education, a public-private partnership and cooperative agreement with the Health Resources and Services Administration, established in 2012.

In her leadership roles, Dr. Brandt has served as a consultant, advisor and speaker for a wide variety of organizations such as the Institute of Medicine, the National Quality Forum, the Academy of Healthcare Improvement, the Josiah Macy Jr. Foundation, the Association of Schools of Allied Health Professions, the American Speech-Language-Hearing Association and the American Medical Association.

Financial - Dr. Brandt will receive a speaker fee from the IHP. Dr. Brandt is Director of the National Center for Interprofessional Practice and Education, a public-private partnership and cooperative agreement with the Health Resources and Services Administration (HRSA), for which she receives grant funding.
Nonfinancial - No relevant nonfinancial disclosures. 


Donna Chrobot-Mason, PhD

Director and Associate Professor, Center for Organizational Leadership, Psychology Department, University of Cincinnati



Dr. Donna Chrobot-Mason’s current research interests include leadership across differences, leadership development initiatives, attitudes toward diversity, organizational climate for diversity, and diversity training. Her research attempts to examine the role of leaders and leadership development in spanning boundaries, diversifying the workforce, and promoting inclusion and collaboration while maintaining effectiveness. She co-authored the book, Boundary Spanning Leadership: Six Practices for Solving Problems, Driving Innovation, and Transforming Organizations. 

Financial - Dr. Chrobot-Mason will receive a speaker fee from the IHP, and some of her content will be from her co-authored book, Boundary-Spanning Leadership: Six Practices for Solving Problems, Driving Innovation and Transforming Organization published by McGraw-Hill books for which she receives royalties.
Nonfinancial - No relevant nonfinancial disclosures. 


Janice Palaganas, PhD, RN, NP, FSSH, ANEF, FAAN

Director, Educational Innovation & Development, Center for Medical Simulation

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Dr. Palaganas is currently the Director of Educational Innovation and Development for the Center for Medical Simulation (CMS) in Boston, Massachusetts and a Lecturer for Harvard Medical School, Department of Anesthesia and Critical Pain Management. Dr. Palaganas has developed a passion in teamwork from her background as an emergency nurse, trauma nurse practitioner, director of emergency and critical care services, and faculty for schools of medicine, nursing, allied health, management, physician assistant program, and emergency medicine. As a behavioral scientist, Dr. Palaganas’ passion is in using healthcare simulation as a platform for interprofessional education (IPE) and has served as a committee member of the Institute of Medicine’s (IOM) report on measuring the impact of IPE on practice. Dr. Palaganas’ primary role is to develop health profession educators in an IPE setting. She previously led CMS’s Instructor Course educating educators in simulation globally and is now developing the world’s first interprofessional virtual campus as the principal investigator of a board grant awarded by the Josiah Macy Jr. Foundation.

Financial - Dr. Palaganas is a salaried employee of the IHP.
Nonfinancial - No relevant nonfinancial disclosures. 


Bozhanka Vitanova, MA

National Science Foundation I-Corps Instructor, Brandeis University

Bozhanka Vitannova is a Fulbright scholar and National Science Foundation I-Corps Instructor at Brandeis University. As a Fulbright scholar, Bozhanka formulated the concept of an entrepreneurial muscle memory, offering a novel pathway to experientially develop critical entrepreneurial competencies. As an NSF I-Corps Instructor, she helps equip scientists with entrepreneurial skills, accelerating the economic and societal benefits of academic research. Bozhanka is highly passionate about youth employment and development and has helped build 100+ youth-led businesses in 35 countries.

Financial - Ms. Vitanova will receive a speaker fee from the IHP.
Nonfinancial - No relevant nonfinancial disclosures. 


Mary Knab, PT, PhD, DPT

Interim Associate Provost for Interprofessional Education and Practice, Director of Center for Interprofessional Studies & Innovation, MGH Institute of Health Professions

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Dr. Knab joined the MGH Institute of Health Professions Center for Interprofessional Studies and Innovation in 2012 where she is a key leader in the Institute’s interprofessional initiative – IMPACT Practice. Under the IMPACT Practice umbrella, Dr. Knab leads the three-part series of required courses that provide Institute students with team-based interprofessional education experiences focused on the development of core competencies for collaborative practice; contributes curriculum and assessment expertise to the development of required institutional core competencies; and provides continuing professional development offerings related to interprofessional education, practice, and leadership.

Completing a PhD in Educational Studies at Lesley University in 2012, Dr. Knab's primary research interests are in the role of reflection in the development of health professionals along a novice-to-expert continuum, narrative as a vehicle for reflection, and models for interprofessional learning and development across academic, simulation, and clinical learning environments.

Financial - Dr. Knab is a salaried employee of the IHP.
Nonfinancial - No relevant nonfinancial disclosures. 

Full Contributor Disclosures for Leading Across Professions 2019: Interprofessional Innovations to Bridge Learning & Care


Academic and Clinical Educators

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Example: the new director for a physician assistant training program who is partnering with a nursing colleague at a local community health center to create learning opportunities for her students.

Key Challenge: bridging health professions students’ learning in the academic classroom and clinical environments so that they can transition from the classroom into an interprofessional care team in an evening primary care clinic.

Goal: to create or improve an interprofessional curriculum, with a specific focus on the nexus between the academic and practice learning environments.

Clinical Unit Managers

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Example: a physical medicine and rehabilitation physician spearheading an innovative team-based clinic for patients with spasticity disorder who wants to partner with the school of rehabilitation sciences in her city to create attractive learning opportunities for graduate students who may join her care team in the future.

Key Challenge: building novel and genuine team collaboration.

Goal: to develop an educational on-boarding process that attracts the best health professions graduates to join an interprofessional clinical team.

Health Science University Leaders and Educators

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Example: an associate dean of education at a small medical school collaborating with the deans of nursing and social work.

Key Challenge: integrating interprofessional education across programs.

Goal: to create novel curricula for all students to learn and practice skills of humanism in patient care.



Hospital Leaders in Human Resources and Staff Development

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Example: an assistant VP in human resources at a large hospital that is opening a center of excellence in holistic health and healing for victims of trauma. 

Key Challenge: establishing partnerships with health science universities to support workforce development for the new center.

Goal: workforce development that supports interprofessional team development.



Leading Across Professions 2019





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Early Bird



Deadline February 15, 2019

Use Code LAP2019eb upon checkout

Early Bird discount does not apply to group or student rates.

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For 2 or more participants from the same organization or project team.

Apply For Group Rate

Non-CEU Individual



There will be CEUs for Medicine, Nursing, Pharmacy, Physician Assistant, Physical Therapy, Social Work, and Speech-Language Pathology

If you do not need CEUs, use code LAPnon2019

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Non-CEU Early Bird



Deadline February 15, 2019

If you are registering both as Non-CEU and Early Bird use code LAP2019ebnon

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Student Status Verification may be requested.

Use code LAPedu2019 upon checkout

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MGH Institute of Health Professions - Charlestown Navy Yard
2 Constitution Wharf - Boston, MA 02129

Hotel Information:

There will be room blocks available at a nearby hotel at a special rate of $299 per night + tax. Must book by March 22, 2019. Use the link below or call 800-331-3131 to book this special rate. If calling, be sure to mention MGH IHP to receive the special rate.

Residence Inn Boston Harbor on Tudor Wharf

Contact Us:

If you have any questions, concerns, or issues to report please contact:

MGH Institute of Health Professions • Office of Continuing and Professional Development

Email: • Phone: 617-724-3193


In support of improving patient care, Boston Children's Hospital is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the American Nurses Credentialing Center (ANCC), and the Accreditation Council for Pharmacy Education (ACPE) to provide continuing medical education for the healthcare team.

Jointly Accredited Provider TM 2019

Boston Children’s Hospital designates this live activity for a maximum of 28.25 AMA PRA Category 1 Credits™. Physicians should claim only credit commensurate with the extent of their participation in this activity.

AAPA accepts AMA category 1 credit for the PRA from organizations accredited by ACCME.

Boston Children’s Hospital designates this activity for 28.25 contact hours for nurses. Nurses should only claim credit commensurate with the extent of their participation in the activity.

This activity (0008063-0000-19-009-L05-P) carries a maximum of 28.25 contact hours.

 Speech-Language Pathology

This course is offered for 2.8 ASHA CEUs (Intermediate level, Related Area).

ASHA Brandblock