IPR Global Scholar Spotlight - Rogério Meireles Pinto PhD, University of Michigan (USA)

I was born in Belo Horizonte, Brazil, and came to the United States after I finished college and received a bachelor’s in biological sciences. I lived in New York City, where I received my masters and PhD in social work. For a decade, I was a professor at Columbia University, and then I moved to Michigan, Ann Arbor. At the University of Michigan, I am the University Diversity Social Transformation Professor, Berit Ingersoll-Dayton Collegiate Professor of Social Work, and Associate Dean for Research and Innovation, Social Work. I also have an appointment at the Theater and Drama, School of Music, Theater & Dance. 

My research focuses on finding academic, sociopolitical, and cultural venues for broadcasting voices of oppressed individuals and groups. Funded by the National Institutes of Health (NIH), my community-engaged research focuses on the impact of interprofessional collaboration on the delivery of evidence-based services (HIV and drug-use prevention and care) to marginalized racial/ethnic and sexual minorities in the United States and Brazil. This research has illuminated specific factors, notably, interprofessional collaboration, that facilitate access to myriad social, medical, and public health services.*  

I have conducted art-based and artistic research. For example, with collaborators funded by National Institute of Health (NIH) (PIs: Windsor, Benoit, Pinto), we have developed and tested interventions that use illustrations to spark critical dialogues among formerly incarcerated men with substance use disorders.**

I performed Marília, a one-person play, on New York City's Theatre Row in 2015 and at the University of the Free State in Bloemfontein, Vrystaat, South Africa in 2016. In Marília, I explore the tragic death of his 3-year-old sister and how it haunts and inspires the family she left behind. Marília won the United Solo Festival Best Documentary Script. Funded by the University of Michigan Office of Research and several other sources, I built the Realm of the Dead, an art installation to investigate my own marginalization as a gender non-confirming, mixed-race, and Latinx immigrant.*** I performed the Realm of the Dead in 2021 at the University of Michigan as part of the centennial celebration of the School of Social Work, and in 2022 as the featured artist at a2ru’s national annual conference. 

Dr. Rogério Meireles Pinto bio (including contact information) at the University of Michigan: https://ssw.umich.edu/faculty/profiles/tenure-track/ropinto

REFERENCES

*Pinto, R. M., Kay, E. S., Choi, C. J., & Wall, M. (2020). Interprofessional Collaboration Improves the Odds of Educating Patients about PrEP Over Time. Journal of General Internal Medicine, 35(5), 1444-1451. doi: 10.1007/s11606-019-05616-0

*Pinto, R. M., Kay, E. S., Choi, C. J., & Wall, M. (2019). Interprofessional Collaboration Improves Linkages to Primary Care: A Longitudinal Analysis. AIDS Care, 32:8, 970-978, DOI: 10.1080/09540121.2019.1668537doi.

*Pinto, R. M., Witte, S., Filippone, P., Choi, J., & Wall, M. (2018). Interprofessional Collaboration and On-the-Job Training Improves Access to HIV Testing, Primary Care and Pre-Exposure Prophylaxis (PrEP). AIDS Education and Prevention, 30, 6.

*Pinto, R. M., Rahman, R., Zanchetta, M. S., & Galhego Garcia, W. (2021). Brazil’s Community Health Workers Practicing Narrative Medicine: A Service Consumer Perspective. Journal of General Internal Medicine. https://doi.org/10.1007/s11606-021-06730-8

** Windsor, L., Benoit, E., Pinto, R. M., Sarol, J. (2022). Optimization of a new adaptive intervention using the SMART Design to increase COVID-19 testing among people at high risk in an urban community. Trials, 14;23(1):310. doi: 10.1186/s13063-022-06216-w. PMID: 35421999; PMCID: PMC9009493.

*** Pinto, R. M. (2022). Realm of the Dead: A Mixed-Media Installation Performance. Ground Works.  https://groundworks.io/journal. © 2022 by Rogério Meireles Pinto is licensed under CC-BY-NC-ND 4.0. Published: September 20, 2022. DOI https://doi.org/10.48807/2022.0.0105

IPR.Global Scholar Spotlight - Tamzin J. Batteson BSc, Rosalind Franklin University of Medicine and Science (USA)

Hello, my name is Tamzin Batteson and I have lived in 6 different countries throughout my life (United Kingdom, New Zealand, Australia, France, Ireland and now the United States). These life experiences have made me the person that I am, which is inquisitive, sometimes bold, and fearless, thoughtful and open minded. I am also a working artist, and I use all of these perspectives in my research. I became interested in the impact that social determinants of health and disparities have on a person’s life and life outcomes as a research assistant at the National Health Service in St. Anne’s Hospital in London. The project assessed the barriers that heavy end dual diagnosis drug users and sex workers experience in trying to get housed. This led to a long term interest in health and social disparities and how to overcome such barriers in vulnerable populations. 

I realized that many barriers existed because of the way the problems were systematically approached by government and societal structures. In order to understand how people approach and solve problems, I became interested in metacognition - how people think. 

Metacognition is the skill and process to be aware of one’s own thinking and connect the dots to concepts and patterns. This is especially helpful when training students as students learn how to learn effectively and can take their metacognitive skills to a higher level in whatever profession they choose. 

I joined the Department of Education at the University of Limerick (Ireland) as a post-doctoral fellow to assess metacognitive processes, learning styles and the ‘big five’ personality traits of extraversion, agreeableness, openness, conscientiousness, and neuroticism. Specifically, I was interested in learning how to teach teachers how to teach more effectively and developed and taught a course on “How Students Learn” to student teachers. 

Personal circumstances led me to jump over the Big Pond and I joined RFUMS and Baldwin Interprofessional Institute in 2013 as I recognized that IPE is a new, metacognitive, way of thinking about healthcare and social disparities. The study of metacognition is very theory driven. Yet IPE did not yet have a theoretical basis or understanding. It was a big missing piece. By combining IPE and metacognitive theory, I developed a research program to conduct robust and validated research in IPE, with a grounded, testable theory. By framing the problems of patient care and social disparities using metacognitive theory to underpin IPE, I hope to bring information and understanding of new perspectives to the field. 

My current research focuses on implementing metacognitive theory into aspects of interprofessional healthcare education through simulation and diagnostic reasoning and error.  I approach the journey of an individual to being part of a team by using metacognition to assess communication and how communication works within the structure of an IP team.

Learn more about the DeWitt C. Baldwin Institute for Interprofessional Education at Rosalind Franklin University of Medicine and Science: https://www.rosalindfranklin.edu/academics/interprofessional-institute/

Contact information:  tamzin.batteson@rosalindfranklin.edu

References:

• Krishnan, G., Chu J., Guo, J., Sandu, S., Yohay, S., Zhang, J., Mihajlovic, A., Batteson, T., & Loduca, A. (2023) Beyond Cultural Humility - South Asian Cultural Specificity Training Garners Reform in Medical Curricula: A Workshop for Medical Students of Free Community Clinics. World Social Psychiatry.
• Collins, K., Garber, S., Batteson, TJ., Salih, R. (2023 Interprofessional Healthcare Themes derived through Critical Discourse Analysis. Journal of Educational Studies and Multidisciplinary Approaches
• Batteson, T. J., Chirica, M. G., Fox, K. S., Froehlich, J., Garber, S. S.,  … Thuente, L. (2023). Utilizing video simulation in interprofessional education to teach IPEC competencies and social determinants of health: A universal IPE teaching tool, Journal of Interprofessional Education & Practice, Volume 31
• Bunting, S. R., Calabrese, S. K., Spigner, S. T., Goetz, T. G., Morrison, S. D., Zucker, S. M., ... & Batteson, T. J. (2022). Evaluating Medical Students' Views of the Complexity of Sexual Minority Patients and Implications for Care. LGBT health. 
• Chirica, M. G., & Batteson, T. J. (2022). Metacognition, Macro cognition and Moral Reasoning in Collaborative Team Decision-Making: Implications for Healthcare Education. Journal of Educational Studies and Multidisciplinary Approaches, 2(1).
• Bunting, S. R., Chirica, M. G., Ritchie, T. D., Garber, S. S., & Batteson, T. J. (2021). A National Study of Medical Students' Attitudes Toward Sexual and Gender Minority Populations: Evaluating the Effects of Demographics and Training. LGBT health, 8(1), 79-87.
• Bunting SR, Garber SS, Goldstein RH, et al. (2021). Health Profession Students' Awareness, Knowledge, and Confidence Regarding Preexposure Prophylaxis: Results of a National, Multidisciplinary Survey. Sexually Transmitted Diseases. Jan;48(1):25-31.
• Bunting, S. R., Calabrese, S. K., Garber, S. S., Ritchie, T. D., & Batteson, T. J. (2021). Where Do Health Professions Students Learn About Pre-exposure Prophylaxis (PrEP) for HIV Prevention?. Medical Science Educator, 1-5.
• Olivier, M. M., Polachek, C. A., Park, C., Batteson, T., & LoDuca, A. L. (2020). Ocular risk factors for eye disease and associated sociodemographic factors in underserved communities within greater Chicagoland. Investigative Ophthalmology & Visual Science, 61(7), 1579-1579.
• Bunting, S. R., Garber, S. S., Goldstein, R. H., Ritchie, T. D., Batteson, T. J., & Keyes, T. J. (2020). Student Education About Pre-exposure Prophylaxis (PrEP) Varies Between Regions of the United States. Journal of general internal medicine, 1-9.
• Bunting, S.R., Saqueton, R. & Batteson, T.J. (2019). A Guide for designing student-led, interprofessional community education initiatives about HIV risk and pre-exposure prophylaxis. MedEdPORTAL
• Fewster-Thuente L, Batteson T. (2018). Teaching Collaboration Competencies to healthcare provider students through simulation. J of Allied Health. 47(1): 3-8. 
• Fewster-Thuente L, Batteson T. (2018). Kolb’s Experiential Learning Theory as an underpinning for interprofessional education. J of Allied Health. 47(1): 3-8. 
• Batteson T, Garber S. (2018). Assessing constructs underlying Interprofessional Competencies through the design of a new measure of Interprofessional Education. J of Interprofessional Education and Practice. 
• Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: Insights From Ireland. Procedia-Social and Behavioral Sciences, 197, 98-103.
• Batteson, T., Tormey, R., Ritchie, T, D. (2013) Strategic approaches to learning, metacognition and personality in higher education learners; an exploratory and confirmatory factor analysis of three instruments. Procedia - Social and Behavioral Sciences, 116, 2561-2567.
• Rothi, D., Batteson, T. Leavey, G. (2005) Drug user consultation: Assessing housing and social care needs. Report Commissioned by the 'Drug and Alcohol Action Team' Haringey