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GFA/GDI Joint Professional<br />
Development Conference<br />
Reception and Conference Posters<br />
8.<br />
Revisiting the Practitioner-Teacher Model at Rush University<br />
Author(s):<br />
Dianne Meyer, Ph.D.<br />
Chairperson and Associate Professor<br />
Department of Communication Disorders & Sciences<br />
Section Direc<strong>to</strong>r and Affiliated Scientist, Dept. of O<strong>to</strong>laryngology<br />
Rush University Medical Center<br />
Jane Grady, Ph.D.<br />
Assistant Professor, College of Health Sciences<br />
Associate Vice President, Human Resources<br />
Rush University Medical Center<br />
Susan Chubinskaya, Ph.D.<br />
Associate Provost, Academic Affairs<br />
Ciba-Geigy Professor of Biochemistry<br />
Professor of Biochemistry, Orthopedics, and Medicine (Rheuma<strong>to</strong>logy)<br />
Rush Medical College of Rush University Medical Center<br />
Rosemarie Suhayda, Ph.D., R.N.<br />
Associate Professor & Direc<strong>to</strong>r of Evaluation, College of Nursing<br />
Direc<strong>to</strong>r, University Assessment & Student Learning<br />
Rush University Medical Center<br />
Melinda Noonan, D.N.P., R.N.<br />
Assistant Vice President, Hospital Operations<br />
Direc<strong>to</strong>r, Rush Children’s Hospital<br />
Rush University Medical Center<br />
Keith M. Boyd, M.D.<br />
Senior Associate Dean for Education<br />
Rush Medical College<br />
Rush University Medical Center<br />
Regina Chen, M.S., PA-C<br />
Assistant Professor and Direc<strong>to</strong>r<br />
Physician Assistant Studies Program<br />
Rush University Medical Center<br />
Eileen Dwyer, M.S., R.N.<br />
Chicago, IL<br />
The Practitioner-Teacher (P-T) model of education retains the relationship<br />
between academia and clinical practice. Rush University uses the P-T<br />
model throughout its four colleges <strong>to</strong> educate health care leaders who<br />
collaboratively develop knowledge in<strong>to</strong> outstanding health care outcomes.<br />
While t<strong>here</strong> are many strengths of the model, it also presents specific<br />
challenges. This presentation will report recent and ongoing analysis of its<br />
performance and describe examples of the model’s implementation.<br />
5<br />
Association of American Medical Colleges, 2012
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