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Report on the fourth year of progress for interprofessional education and practice at University of Michigan (July 2018-June 2019)

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Published by IPECenter, 2019-07-01 14:16:05

2018-19 U-M IPE Annual Report

Report on the fourth year of progress for interprofessional education and practice at University of Michigan (July 2018-June 2019)

Keywords: clinical care,faculty,students,patients,outcomes,interprofessional

“It always comes
down to the patient.
Us knowing each other better,
working together better—
it is going to benefit

the patient.”

— 2019 Public Health Student

TRANSFORMING THE FUTURE OF

Collaborative Health Practice

2018/19: YEAR FOUR REPORT

MICHIGAN CENTER FOR INTERPROFESSIONAL EDUCATION

Transforming the Future of Collaborative Health Practice

In 2018-2019, the Center Our overall strategy is consistent with model below). Our role will continue to
for Interprofessional the national movement toward IPE. operate in the interprofessional space in
Education continued to In February 2019, the National Center order to facilitate the IPE efforts of the
elevate the University of for Interprofessional Practice and U-M health science schools. We will
Michigan as a leader in the Education and the Health Professions accomplish this by creating and expanding
field of interprofessional Accreditors Collaborative released an the forum for interprofessional exchange,
education and collabor- important document entitled, “Guidance increasing shared experiences with various
ative/integrated practice (all on Developing Quality IPE for Health health practice settings, and leveraging the
of which are encapsulated in the Professionals.” It serves as a roadmap expertise of other U-M non-health-science
acronym “IPE”). Based on the foundation for the future for initiatives like ours by professional schools and institutes/centers
established in our first three years, we recognizing the dual goals of professional on campus.
work to educate health science learners for and interprofessional education that all
collaborative and innovative team-based health science schools must undertake (see
care practice models. In the following “longitudinal integration of professional
pages, we report on recent progress. and interprofessional competencies”

Frank J. Ascione, PharmD, MPH, PhD
Director, Michigan Center for Interprofessional Education

Longitudinal 300+
integration of
professional and STUDENTS INVOLVED IN IPE
interprofessional STUDENT ORGANIZATIONS
competencies

—HPAC 2019

Exploring Progress on Goals
Read about the progress we have made in the 2018–
19 academic year toward our five integrated goals:

GOAL 1 Create a collaborative culture . . . . . . . . p. 2

GOAL 2 Cultivate a core interprofessional
curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 4

GOAL 3 Develop faculty to teach in
innovative learning environments . . . . . . . . . . . . .p. 6

GOAL 4 Create a unique body of knowledge . . . p. 8

GOAL 5 Become a national/international
leader in IPE . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 10

IPE for Faculty at U-M . . . . . . . . . . . . . . . . . . . . . p. 12

IPE for Students at U-M . . . . . . . . . . . . . . . . . . . p. 13

2018/19: Year Four Report 1

UPDATE ON SUCCESSES, 2018-2019

IPE OFFERINGS INCREASE 33

COMPRISING YEAR 4
MULTIPLE
VENUES (E.G., 27 100% IPE EXPOSURE
CLASSROOM,
ONE-TIME YEAR 3 FOR TARGETED LEARNERS IN DENTISTRY,
EVENTS, KINESIOLOGY, MEDICINE, NURSING
CLINICAL
SETTINGS) AND (ANN ARBOR AND FLINT), PHARMACY,
APPROACHES PHYSICAL THERAPY (FLINT), PUBLIC HEALTH,
(E.G., ONLINE
MODULES, RESPIRATORY THERAPY (FLINT), AND
SIMULATIONS, SOCIAL WORK INTEGRATED
TEAM-BASED HEALTH SCHOLARS
CASE STUDIES).
124 Publications
13 SINCE 2015

YEAR 2

5

YEAR 1

FACULTY 2874Year 4: Awarded to U-M Faculty
CHAMPIONS! 859Year 1:
$655K
215 LEARNERS ENGAGED
IN IPE ACTIVITIES FOR IPE/IPC RESEARCH
FACULTY ENGAGED IN SINCE 2015
CENTER EFFORTS
interprofessional.umich.edu

GOAL ONE: CREATE A COLLABORATIVE CULTURE

2018-19 BUILT MOMENTUM ON INSTITUTIONAL CHANGE, WITH
SUSTAINABILITY BEING THE NEXT TARGET

This year, efforts to create an interprofessional culture at U-M accelerated in important ways. We saw development “We are truly stronger together,” said
of more IPE offerings, as well as growing numbers of students, faculty, and schools participating in IPE activities. U-M Deputy Chief Diversity Officer
Our 10 collaborating schools and colleges across three U-M campuses joined together for unprecedented large- Katrina Wade-Golden to more than
scale events. They also “brought IPE home,” as each health science school wrote its own IPE strategic plan and 100 faculty-led groups of health
several published articles about their IPE progress and vision for school magazines and websites. Also in 2018-19: professional students at the first-
ever IPE in Action event at Crisler
A “volunteer army” of 215 faculty The patient perspective was expanded Student voice was incorporated Center in October 2018. “We get
worked as “champions” of the IPE through a partnership with Michigan throughout the IPE decision-making to see the advantages of working
movement and representatives of their Medicine’s Office of Patient Experience, spaces with the creation of the IPE together, overcoming differences, and
disciplines. now with official representation on the Student Advisory Committee (SAC). focusing on common values, goals,
Center for IPE Executive Committee. This committee brings together leaders and outcomes,” she added, noting
from IPE student organizations to work that what unites the Diversity, Equity
collaboratively and cross-promote & Inclusion (DEI) and IPE initiatives at
activities, as well as to regularly U-M is valuing “diversity of thought
contribute student reflections on IPE and background.”
via representation on the IPE Executive
Committee and Curriculum Committee.

“We get to see the
advantages of working
together, overcoming
differences, and focusing
on common values, goals,
and outcomes.”

— Katrina Wade-Golden

2018/19: Year Four Report 3

CENTER FOR IPE
ORGANIZATIONAL STRUCTURE

The Center for IPE’s first- Provost Director Health Science
ever inaugural Awards for Deans
Innovation and Excellence
in IPE were presented to Curriculum Executive Faculty
founding SAC co-chairs Committee Committee Development
Stuart Hammond (Public
Health and Policy) and Student Committee
Sally Salari (Medicine). Advisory
Faculty awards went to Committee
Gundy Sweet (Pharmacy)
and Carol Anne Murdoch-Kinch COLLABORATING U-M
(Dentistry). These awards were created SCHOOLS AND COLLEGES
to recognize and promote demonstrated
excellence in teaching, scholarship,
and/or leadership with regard to
implementing and/or developing
innovative, effective, and sustainable
interprofessional education and
practice across the U-M health science
schools.

School of Dentistry College of Education,
School of Kinesiology Health, and Human
Medical School Services
School of Nursing (UM-Dearborn)
College of Pharmacy College of Health
School of Public Health Sciences
School of Social Work (UM-Flint)
School of Nursing
(UM-Flint)

interprofessional.umich.edu

GOALTWO: CULTIVATE A CORE
INTERPROFESSIONAL CURRICULUM

U-M’S IPE CURRICULUM EXPANDED IN THE NUMBER OF
OPTIONS AND LEARNERS REACHED IN 2018-19, WITH
IMPROVEMENT IN EDUCATIONAL VALUE ALWAYS IN FOCUS

What happens when a group of faculty members from varied academic to the TBCDM course, having all the 10 COURSES 10
programs meet regularly and work tirelessly to fortify foundational students together in one location 6
programs for health education and practice? U-M found out with the allowed them to feel the energy 7 ONE-TIME 47
latest iteration of the IPE 101 Task Force. The payoff was impressive: across health disciplines – and know EVENTS 3443
that IPE is providing them with the 4 CLINICAL 190
In its third year, the revised on skills and behaviors, with the knowledge and skills needed to EXPERIENCES
online Introduction to IPE module goal of transforming the future of develop interprofessional practice 3 MODULES IPE
expanded to include greater collaborative care and ultimately models of the future. OFFERINGS
student participation, spanning improving patient outcomes and 9 SIMULATIONS
the 10 health science schools, plus population health. The focus of IPE at U-M is on
LSA. Additional video and content creating a menu of interprofessional
were added to ground students in Faculty creativity led to large-scale opportunities to optimize
the current health care landscape innovation for Winter 2019 in U-M’s student learning, in a way that is
via perspectives of real patients, “original” IPE course: Team-Based customizable for each of the health
families, and health professionals. Clinical Decision Making (TBCDM). science schools. There is also
The enrollment in this popular course recognition that health sciences
As a follow up to the module, the has nearly doubled over five years education has been changing from a
first-ever IPE in Action took over as it is now required for all third- classroom, process-based system to
Crisler Center in October 2018. “IPE year dental and pharmacy students, a competency-based, non-classroom
is important to U-M because we’re advanced-practice nursing students, (e.g., simulations, actual practice
an institution focused on impact, first-year medical students, and setting) experience, an evolution that
and we know the delivery of health first-year social work integrated the IPE curriculum is mirroring.
care is focused on teamwork,” health scholars students. Nearly all
said James Holloway, vice provost 530 students and 10 faculty from We were excited to welcome new
for engaged education. Tables of across the course’s five team-taught campus partners to the movement,
students worked together on a sections convened in mid-January at with new IPE-approved offerings
patient scenario presented by the the North Campus Research Center in 2018-2019 coming from the Law
U-M Complex Care Management for the first-ever “Team Up” event. School Problem-Solving Initiative
Program. Multiple physical and It included ice breakers, patient and the School of Education. We
psychosocial barriers to care testimonials, exploration of roles, also are formally connecting with
encountered by 63-year-old “Mary” and a crowning “marshmallow the College of Engineering and Ross
gave students from each discipline challenge” designed for team- School of Business moving forward.
chances to examine the different building.
perspectives offered by each
discipline and how each contributes “We very intentionally chose a team
to the best possible outcome. activity where no individual on the
team is likely to be a content expert,”
The IPE foundational experience said Gundy Sweet, professor of
(consisting of both the module and pharmacy and lead faculty for
IPE in Action) improved student TBCDM. ”Students worked together
knowledge of and attitudes to complete the task on a level
toward collaborative practice. playing field without the hierarchies
With this foundation, subsequent that sometimes exist in health care.”
IPE curricular activities can focus While such a challenge is not new

2018/19: Year Four Report 5

INTRO TO IPE

1600+ Students
11 U-M Schools

PARTICIPATED
IN THE MODULE

IPE IN ACTION

1100+ Students
119 Faculty

ONE OF THE LARGEST EDUCATIONAL
EVENTS EVER AT U-M

interprofessional.umich.edu

GOALTHREE: DEVELOP FACULTY TO TEACH IN
INNOVATIVE LEARNING ENVIRONMENTS

THE IPE MOVEMENT WOULD NOT SUCCEED WITHOUT
FACULTY ENDORSEMENT AND ENTHUSIASM

The Michigan Center for Interprofessional Education works to grow interprofessional education and
a critical mass of faculty, champions and volunteers who act as both practice at U-M.
advocates and change agents to lead the effort. As interprofessional
education and practice continue to expand, more and more of our faculty It was particularly gratifying to see
get involved. the large turnout of faculty and
clinicians who prioritized three
Learning communities have been • Interprofessional Education: days of their time in May 2019 2018–2019
a key approach to developing Developing the Communication to attend ehpic™, a workshop on Teaching Effort
interprofessional faculty capacity. Competency Module “Educating Health Professionals (n=159)
The Interprofessional Leadership (IPL) in Interprofessional Care.” It was
Fellows program welcomed its fourth • Integrating Interprofessional facilitated by four highly regarded
cohort for 2019-2020 (pictured at far Education into a First-Year faculty from the University of
right), expanding the total of these Undergraduate Pre-Health Toronto’s Centre for IPE who
skilled champions to 65 (in all cohorts Learning Community have published extensively in
combined) across U-M’s campuses and the IPE literature and consulted
health disciplines. IPL fellows work • Developing an Online internationally. The program works
in teams to advance curricular and Education Module to Enhance as a catalyst by equipping leaders
research goals, gaining the skills and Interprofessional Teamwork with the knowledge, skills, and
resources to address issues common Focused on the Interplay of attitudes to teach learners and
to IPE. The current fellows are Movement and Chronic Disease fellow colleagues the art and science
beginning work on interprofessional of working collaboratively for
team projects related to addiction, • Integrating Interprofessional patient-centered care.
patient safety, chronic illness, and Collaborative Practice into
provider wellness. Occupational and Environmental
Health and Safety Education
The third cohort of 20 IPL fellows
(the largest ever) graduated in May Many IPL fellows continue their
2019. The projects they worked on involvement after graduation
during their 18-month fellowship by teaching, coaching on
and presented at the 2019 Health interprofessional practice in the
Professions Education Day included: community, and participating in
interprofessional events (including
• Reducing Central Line- HPE Day, workshops, and IPE
Associated Bloodstream in Action). In addition, fellows
Infection in Pediatric are engaged in committees and
Oncology Patients: A Pilot workgroups that
Interprofessional Experience advance

2018/19: Year Four Report 7

FOURTH COHORT OF IPL FELLOWS, 2019-20

270 FACULTY ENGAGED IN IPE Diane Hoelscher Emily Foxen-Craft Erika Manu
ACROSS EDUCATION, RESEARCH, School of Dentistry Medical School Medical School

AND/OR SERVICE Jacqueline Ragheb Eric Scott Karen Keune
Medical School Medical School School of Nursing
IPL Fellow Cohorts 1–4 (n=65)

IPE Funding Recipient (n=91)

Administrative Effort (n=63) Chuanwu Xi Joshua Brewster Daicia Price
Scholarship Effort (n=84) School of Public Health School of Social Work School of Social Work

Anao Zhang Nicholas Prush Michelle Sahli

School of Social Work UM-Flint, Health Sciences UM-Flint, Health Sciences

Suzanne Trojanowski Denise Campbell Carmen Stokes
UM-Flint, Health Sciences UM-Flint, Nursing UM-Flint, Nursing

interprofessional.umich.edu

GOAL FOUR: CREATE A UNIQUE BODY
OF KNOWLEDGE

CONTINUING TO DEVELOP FACULTY RESEARCHERS FOCUSED
ON THE LINKAGE BETWEEN INTERPROFESSIONAL EDUCATION,
COLLABORATIVE PRACTICE, AND HEALTH OUTCOMES

Since the 2015 inception of the U-M Center for IPE, 84 faculty members Additionally, smaller grants allow the
have produced scholarship in this area and 91 faculty members have Center for IPE to partner with units such
received internal funding specifically related to IPE/IPC. The annual Health as Center for Research on Learning and
Professions Education (HPE) Day celebrated its fifth year in 2019, serving as Teaching and the Ginsberg Center. In
the premier opportunity for faculty and students to present their research a second annual round of funding, for
and success across interprofessional arenas. example, two teams of grantees were
chosen in 2019 by the Ginsberg Center
The IP-X Research Stimulus is a Inclusivity and Diversity Principles and the Center for IPE to continue
unique funding program developed in Healthcare – Disability and U-M’s momentum for interprofessional
by the Health Sciences Council (HSC) Health: Steven Erickson, Pharmacy; community engagement:
of U-M deans to create evidence for Laura Smith, Physical Therapy; Nancy
collaborative practice models. For the Vandewiele and Susanne Terry, Expansion of an Academic-
second-annual round of funding, the Occupational Therapy; Michael McKee Community Partnership with the
successful Mcubed Diamond program and Susan Ernst, Medicine; Elizabeth Ann Arbor Housing Commission
was used as the platform for IP-X. In Kuzma, Nursing; Dominica Sweier, and the University of Michigan:
Dentistry; Rei Suzuki, Public Health, Sarah Vordenberg, Antoinette Coe and
early 2019, five teams of grantees Michelle Meade, Physical Medicine Karen Farris, Pharmacy; Erin Khang,
were chosen by the HSC and the Rehab; Patricia Anderson, Health Social Work; Amber Dallwig, Nursing;
Center for IPE to continue U-M’s Sciences Library; Chris Chapman, HITS and community partners at Ann Arbor
momentum for scholarship in Education and Training; Alex Gossage, Housing Commission.
interprofessional education and Ann Arbor Center for Independent Living.
care. Developing Community IPE Care
Models via Pharmacy, Dental, and
Four $15,000 IP-X grants focused Advancing IPE Efforts Using Dietetic Students at Cranbrook
on the impact of interprofessional Data Visualization: Gundy Sweet, Tower: Olivia Anderson, Public
education on student knowledge, Pharmacy; Melissa Gross, Kinesiology; Health; Stephanie Munz and Diane
attitudes, skills, and behaviors were Dan Fischer, Social Work. Chang, Dentistry; Paul Walker and
funded by the Center for IPE: Caitlin Ferguson, Pharmacy; and
One $60,000 IP-X grant focused on community partners.
Effects of Community-Engaged the effectiveness and efficiency of
Education on Interprofessional interprofessional health care on
and Cross Cultural Attitudes diseases, populations, costs, and/
Among Health Professions or current practices was funded by
Students from the U.S. and the HSC:
Uganda: Brent Williams, Medicine;
Megan Eagle and Leslie Nestro, Post Intensive Care Unit (ICU)
Nursing; Mary Ruffolo and Katie Longitudinal Survivor Experience
Lopez, Social Work. [PULSE] Clinic: Evaluation of an
Interprofessional Approach to
Improving Safety Through Team Providing Care to Intensive Care
Training on Effective Leadership Unit Survivors and Caregivers:
and Followership Within the Rima Mohammad, Pharmacy; Deena
Interprofessional Team: Dana Costa, Nursing; Jakob McSparron, Jack
Tschannen, Nursing; Paul Walker, Iwashyna and Hallie Prescott, Medicine;
Pharmacy; Erin Khang and Dan Fischer, Mari Pitcher, Social Work; Antoinette
Social Work. Coe and Amy Thompson, Pharmacy.

2018/19: Year Four Report 9

“HPE Day was RECENT ARTICLES:
tremendous,” said Donna Fry,
PhD, dean of UM-Flint College IPE/IPC research continues to
of Health Sciences. She grow, and faculty are presenting
praised the “excellent speaker and publishing on IPE and
and excellent faculty collaborative/integrated care--
presentations, as well as some independent of the Center
opportunities for networking.” for IPE’s direct efforts. A sampling

of recent articles includes:

Ascione FJ, Sick B, Karpa K, McAuley
J, Nickol DR, Weber ZA, Pfeifle AL.
The Big Ten IPE Academic Alliance:
A regional approach to developing
interprofessional education and
practice. Journal of Interprofessional
Education & Practice. 2019;15:9-14.

Videka L, Heyman JC. Future
directions for health and social work.
Health and Social Work: Practice,
Policy, and Research. 2018:319-333.

Anderson O, Dubin L, Hisamatsu
R, Mergos J, Vordenberg S.
An asynchronous, interprofessional
team and teamwork experience for
the first-exposure learner. Journal of
Interprofessional Education & Practice.
2019;14:47-52.

Tschannen D, Dorn R, Tedesco C.
Improving knowledge and behavior of
leadership and followership among the
interprofessional team. International
Journal of Medical Education.
2018;9:182-188.

Costa DK, Valley TS, Miller MA,
Manojlovich M, Watson SR, McLellan P,
Pope C, Hyzy RC, Iwashyna TJ.
ICU team composition and its
association with ABCDE implementation
in a quality collaborative. Journal of
Critical Care. 2018;44:1-6.

Puelle M, Wiggins J, Khateeb R, Firn
J, Saul D, Chang R. Interprofessional
intervention to improve geriatric
consultation timing on an acute
medical service. Journal of the
American Geriatrics Society.
2018;66(12):2372-2376.

interprofessional.umich.edu

GOAL FIVE: BECOME A NATIONAL/INTERNATIONAL
LEADER IN IPE

IPE IS KEY TO ATTRACTING OUTSTANDING FUTURE HEALTH
PROFESSIONALS TO CAMPUS

U-M is emerging as a national and international leader in interprofessional Looking ahead, IPE will expand into
education and practice, just as the University of Michigan health science more practice-based settings. The IPE
deans and provost envisioned four years ago at the inception of the Center curriculum committee is moving forward
for IPE. Distinction in interprofessional education and practice adds to the with experiential learning focused on
Michigan brand of a large, diverse institution that promotes innovation, equipping students to be effective
leadership, and excellence in order to serve its constituents and the public. members of a collaborative team, and
expanding out of the classroom and into
Examples of 2018-19 leadership and health/public policy student Stuart the world.
progress include: Hammond who brought “student
hotspotting” to the University
• After helping create and grow the of Michigan, to help the most
Big Ten IPE Academic Alliance, complex patients navigate care.
the U-M Center for IPE leadership
facilitated and published • Numerous faculty presented
scholarship on the challenges at MIPERC and at larger
and best practices in successfully interprofessional conferences at
establishing an inter-institutional national and international levels
alliance. (including All Together Better
Health in New Zealand.)
• U-M faculty members and
students took the lion’s share • Center for IPE leadership
of awards at the 2018 annual presented webinars for the
conference of the Midwest premier national organizations for
Interprofessional Practice, interprofessional education and
Education, and Research practice.
Center (MIPERC). The MIPERC
Demonstration Model Award • Expansion of the active Center for
went to Mark Fitzgerald of the IPE website and enhanced use of
U-M School of Dentistry, Joseph social media has been effective at
House of the U-M Medical promoting U-M’s innovation and
School, and the rest of the successes regionally, nationally,
Michigan Medicine team who and internationally. This directly
staff the Interprofessional Clinical led to several visits from deans/
Experience (ICE). A MIPERC directors from schools still charting
Student Award went to public their IPE efforts this year.

2018/19: Year Four Report 11

THE MANY PARTS OF LEADERSHIP IN IPE

We acknowledge important contributions of our partners on campus, in External
Michigan, nationally, and internationally. Their names appeared throughout
this report: • All Together Better Health

Internal • Big Ten IPE Academic Alliance

• Academic Innovation • Institute for Healthcare Policy & • Collaborating Across Borders
Innovation
• Adolescent Health Initiative • Families Against Narcotics
• Mcubed
• Center for Research on Learning • Interprofessional Education
and Teaching • Michigan Institute for Clinical & Collaborative
Health Research
• Complex Care Management • Health Professions Accreditors
Program • Office of Continuing Medical Collaborative
Education & Lifelong Learning
• Department of Learning Health • Midwest Interprofessional Practice,
Sciences • Office of Diversity, Equity & Education & Research Center
Inclusion
• Gifts of Art • National Academy of Medicine
• Office of Patient Experience Global Forum on the Innovations of
• Ginsberg Center the Health Sciences
• Regional Alliance for Healthy
• Innovation in Action Schools • National Academy of Practice

• Wolverines for Life • National Center for Interprofessional
Practice and Education

• National Collaborative for Improving
the Clinical Learning Environment

• Rainbow Rehabilitation Center

• University of Toronto Centre for
Interprofessional Education

interprofessional.umich.edu

INTERPROFESSIONAL EDUCATION

FOR FACULTY AT U-M Stay up-to-date
on IPE funding
Engage in opportunities
IPE faculty
development

Take Create an IPE
advantage of course or adapt
the IPE Travel
an existing
Grant course to be IPE

Join a
committee or

workgroup
Work
collaboratively in
practice settings

VISIT INTERPROFESSIONAL.UMICH.EDU/FACULTY/ FOR DETAILS!

2018/19: Year Four Report 13

INTERPROFESSIONAL EDUCATION
FOR STUDENTS AT U-M

AMONG THE MANY WAYS
TO GET INVOLVED WITH IPE
AT U-M:

Join an IPE Student Organization or
Committee
• Interprofessional Health Student Organization
• Institute for Healthcare Improvement - Open

School
• Health Policy Student Association
• Blueprints for Pangaea
• IPE Student Advisory Committee
Take IPE Electives
• Service Learning for Health Professionals
• Trauma-Informed Practice
• Problem-Solving Initiative Courses
• Understanding & Improving the U.S. Health

Care System
Participate in IPE Experiential Opportunities
• U-M Student-Run Free Clinic
• Innovation In Action
Participate in IPE Events
• Ethics & Social Justice Grand Rounds
• Motivational Interviewing Workshop
Create Your Own Student-Led IPE
Experiences!

VISIT INTERPROFESSIONAL.UMICH.EDU/STUDENTS/ FOR DETAILS!

Michigan Center for Interprofessional Education
428 Church Street
Ann Arbor, MI 48109

734-764-0696
[email protected]

interprofessional.umich.edu

 @umichHealthIPE
 facebook.com/IPEcenterUM

The Michigan Center for Interprofessional Education
is supported by a five-year, $3-million grant from
the Provost’s Transforming Learning for the Third
Century Initiative, which is matched with an
additional $3 million from the deans of the seven
health science schools: School of Dentistry, School
of Kinesiology, Medical School, School of Nursing,
College of Pharmacy, School of Public Health, and
School of Social Work.

Executive Officers of Michigan Medicine Nondiscrimination Policy Statement
Marschall S. Runge, M.D., Ph.D., executive vice president The University of Michigan, as an equal opportunity/
for medical affairs, dean, University of Michigan Medical affirmative action employer, complies with all applicable
School, CEO, Michigan Medicine; David A. Spahlinger, M.D., federal and state laws regarding nondiscrimination and
president, UMHS, and executive vice dean for clinical affairs, affirmative action. The University of Michigan is committed
University of Michigan Medical School; Patricia D. Hurn, to a policy of equal opportunity for all persons and does not
Ph.D., dean, School of Nursing. discriminate on the basis of race, color, national origin, age,
Regents of the University of Michigan marital status, sex, sexual orientation, gender identity, gender
Jordan B. Acker, Michael J. Behm, Mark J. Bernstein, expression, disability, religion, height, weight, or veteran
Paul W. Brown, Shauna Ryder Diggs, Denise Ilitch, Ron status in employment, educational programs and activities,
Weiser, Katherine E. White, Mark S. Schlissel, ex officio. and admissions. Inquiries or complaints may be addressed to
© 2019 Regents of the University of Michigan the Senior Director for Institutional Equity, and Title IX/Section
Designed by Michigan Creative, a unit of the Office of the 504/ADA Coordinator, Office for Institutional Equity, 2072
Vice President for Communications | MC 190334 Administrative Services Building, Ann Arbor, Michigan 48109-
1432, 734-763-0235, TTY 734-647-1388, [email protected]
umich.edu. For other University of Michigan information call
734-764-1817.


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