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Ward WL, Mayes S, Fizur PJ, Robiner W. Leadership for Psychologists in Academic Health Centers (L-PAHC): Establishing a Leadership Conference Curriculum. J Clin Psychol Med Settings 2025:10.1007/s10880-025-10066-4. [PMID: 39987398 DOI: 10.1007/s10880-025-10066-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/23/2025] [Indexed: 02/24/2025]
Abstract
Psychologists have unique and valuable skill sets that are increasingly recognized and desired for leadership positions within academic health centers (AHCs; Kirch and Ast, in J Clin Psychol Med Settings 24:86-91, 2017). Despite this trend, there are not many specialized leadership training opportunities for psychologists employed at AHCs. The Leadership for Psychologists in Academic Health Centers (L-PAHC) Conference was conceptualized and implemented as a virtual conference offering to address this professional development need. This paper details the conference overview, target audience, content, and speakers, scheduling and implementation, and evaluation and feedback from the inaugural L-PAHC Virtual Conference. The conference was well attended (n = 97), with a range of career stages represented (41% early, 45% mid-career, 14% late career). Attendees included APAHC members (76.3%) and non-members, most of whom were already serving in leadership roles (86%). Interactive conference engagement was high, and feedback was generally positive and indicative of attainment of conference training goals (M = 4.85 of possible 5; SD = 0.36). All respondents recommended that L-PAHC should be held again and most reported that they would return. The L-PAHC Conference was well received and highly rated for addressing leadership training needs for psychologists in AHCs. Specific feedback and recommendations for future leadership training are provided.
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Affiliation(s)
- Wendy L Ward
- University of Arkansas for Medical Sciences, Little Rock, AR, USA.
| | - Sunnye Mayes
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - William Robiner
- University of Minnesota Medical School, Minneapolis, MN, USA
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2
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Zagoloff AD, Tiryaki E, Satin DJ, Williams R, Prasad S, Robiner WN. Psychologists' Opportunities for Fostering Leadership Skills in Academic Medicine: The Rothenberger Leadership Academy. J Clin Psychol Med Settings 2024; 31:699-705. [PMID: 39436566 DOI: 10.1007/s10880-024-10053-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/01/2024] [Indexed: 10/23/2024]
Abstract
Healthcare leaders must increasingly attend to the monumental challenges facing their organizations (Angood and Falcone, American Association for Physician Leadership, 2023). As such, leadership in healthcare settings demands new skills sets amongst healthcare professionals that transcend the technical skills of any given profession. Academic health center psychologists are well-positioned to contribute to the leadership of academic health centers due to knowledge, skills, and attitudes fostered in doctoral psychology education, practice, and research through the focus on Profession-Wide Competencies. This article calls for psychologists to pursue more leadership opportunities within academic health centers. The article starts by identifying parallels between psychology's Profession-Wide Competencies and needed leadership skills/concepts for healthcare leaders. An example of an academic health center psychologist's leadership in a cohort-based physician leadership program illustrates how Profession-Wide Competencies were used in three structural elements of the leadership program. The article identifies particular leadership opportunities for psychologists within academic health centers.
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Affiliation(s)
- Alexandra D Zagoloff
- Department of Psychiatry and Behavioral Sciences, Masonic Institute for the Developing Brain, University of Minnesota Medical School, 2025 East River Parkway, Minneapolis, MN, 55414, USA.
- Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA.
| | - Ezgi Tiryaki
- Department of Neurology, University of Minnesota Medical School, Minneapolis, MN, USA
| | - David J Satin
- Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, MN, USA
| | - Rhiannon Williams
- Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, MN, USA
| | - Shailendra Prasad
- Department of Family Medicine and Community Health, University of Minnesota Medical School, Minneapolis, MN, USA
| | - William N Robiner
- Department of Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA
- Department of Medicine, University of Minnesota Medical School, Minneapolis, MN, USA
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3
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Pollart SM, Mylona E, Buer T, Apps J, Dandar V. Exploring the Impact of Mentoring on Faculty Engagement and Retention Among Behavioral Health Faculty in Departments of Psychiatry and Neurology. J Clin Psychol Med Settings 2024; 31:712-722. [PMID: 39467945 DOI: 10.1007/s10880-024-10055-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/04/2024] [Indexed: 10/30/2024]
Abstract
Mentoring plays an integral role in the success of faculty. This study explores faculty access to formal and informal mentorship and how mentorship impacts faculty engagement. Data are from 2020 to 2023 administrations of the StandPoint Faculty Engagement Survey. We compare clinically active faculty with a PhD or other health doctorate (OHD) in departments of psychiatry and neurology (Doctoral-PN) with both faculty with an MD or equivalent degree in those departments (Physician-PN), and with faculty with a PhD or OHD in other clinical departments (Doctoral-Other). Psychologists who are active in clinical care are represented in these departments although their representation likely varies by institution. Forty-four percent of Doctoral-PN faculty received formal mentoring and 65% received informal mentoring. Those receiving formal mentoring were more satisfied with professional development opportunities and reported increased understanding of promotion than those who were not. They were also more satisfied with their department and would recommend their medical school to others. The literature to date acknowledges the challenges to professional growth and advancement faced by Doctoral-PN faculty, including psychologists, practicing in academic health centers. This paper adds to previous research by presenting data on organizational outcomes associated with mentoring for these faculty.
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Affiliation(s)
- Susan M Pollart
- University of Virginia School of Medicine, Charlottesville, VA, USA
| | - Elza Mylona
- Methodist University College of Medicine, Fayetteville, NC, USA
| | - Troy Buer
- University of Virginia School of Medicine, Charlottesville, VA, USA
| | | | - Valerie Dandar
- Association of American Medical Colleges, 655 K Street, Suite 100, Washington DC, NW, 20001, USA.
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Moore MB, Gilrain K, Brosig C, Leffler JM, Gupta S, Fizur P. Current Landscape of Psychologists in Academic Health Centers: Roles and Structural Models. J Clin Psychol Med Settings 2024; 31:684-690. [PMID: 39179749 DOI: 10.1007/s10880-024-10040-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/13/2024] [Indexed: 08/26/2024]
Abstract
With mental health needs consistently increasing in our communities and medical centers, we want to ensure that institutions are aware of the benefit and value that psychologists bring to their system and provide several pathways for consideration and structure to understand how to support the salaries and careers of psychologists working within AHCs. Leadership and administration within Academic Health Centers (AHC) often do not understand the value and measurement of productivity for psychologists being added to the medical teams. The current article aims to present varied structural models and demonstrate how productivity is reviewed for psychologists across different institutions and departments. The authors will outline the many roles that psychologists serve within academic health centers as well as the value those roles bring to the system. The overarching goal is to provide an educational article that serves as a tool for recruitment of psychologists that leaders and faculty can refer to when approaching administration in AHCs to understand the systems and roles of psychologists within medical settings. This information can be utilized to help create new positions for psychologists, aid in recruitment efforts and provide transparency for faculty currently working within AHCs who may not be aware of the varied opportunities.
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Affiliation(s)
- Michelle B Moore
- Department of Psychiatry, Louisiana State University Health Sciences Center, 2021 Perdido Street, New Orleans, LA, 70112, USA
| | - Kelly Gilrain
- Department of Medicine, Cooper University Health Care, One Cooper Plaza, D227, Camden, NJ, 08103, USA.
| | - Cheryl Brosig
- Department of Pediatrics, Medical College of Wisconsin/Children's Wisconsin, 9000 W. Wisconsin Avenue, MS713, Milwaukee, WI, 53201, USA
| | - Jarrod M Leffler
- Department of Psychiatry, Virginia Commonwealth University & Children's Hospital of Richmond, 1308 Sherwood Avenue, Richmond, VA, 23220, USA
| | - Shikha Gupta
- Department of Psychiatry, University of Missouri School of Medicine, 1 Hospital Drive, Columbia, MO, 65203, USA
| | - Philip Fizur
- Department of Medicine, Cooper University Health Care, One Cooper Plaza, Dorrance 253, Camden, NJ, 08103, USA
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Shamaskin-Garroway A, DeCaporale-Ryan L, Bell K, McDaniel S. Physician Communication Coaching: How Psychologists can Elevate Skills and Support Resident Education, Professionalism, and Well-being. J Clin Psychol Med Settings 2022; 29:608-615. [PMID: 34363568 PMCID: PMC8349146 DOI: 10.1007/s10880-021-09808-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/19/2021] [Indexed: 11/25/2022]
Abstract
Many factors influence resident physician communication, including rigorous training demands that can contribute to professionalism issues or burnout. The University of Rochester Physician Communication Coaching program launched for attendings in 2011, and expanded to residency programs within 11 clinical departments of our institution. In this model, psychologists serve as coaches, drawing on their expertise in communication skills, behavior change, and wellness promotion. These coaches conduct real-time observation of patient encounters, coding communication with an expanded Cambridge-Calgary Patient-Centered Observational Checklist. Residents receive a written report with individualized feedback. From 2013 to 2020, 279 residents were coached. Since 2018, residents have been formally surveyed for feedback (n = 70 surveys completed; 61% response rate), with 97% rating the experience Very Helpful or Helpful. Of the 70 completed surveys, 54 (77%) included qualitative feedback that has also been positive. Due to the feasibility and growing demand for communication coaching from other residency and fellowship programs, in 2018 two authors (SM and LD-R) developed a 2-year, part-time program to train communication coaches.
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Affiliation(s)
- Andrea Shamaskin-Garroway
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA.
- Department of Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA.
| | - Lauren DeCaporale-Ryan
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA
- Department of Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
- Department of Surgery, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
| | - Keisha Bell
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA
- Department of Obstetrics and Gynecology, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
| | - Susan McDaniel
- Department of Psychiatry, School of Medicine and Dentistry, University of Rochester, BOX PSYCH, 300 Crittenden Blvd, Rochester, NY, 14642, USA
- Department of Family Medicine, School of Medicine and Dentistry, University of Rochester, Rochester, NY, USA
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Raque-Bogdan TL, Ratchford JL, Garriott PO, Borges NJ, Duffy RD. Counseling psychologists in medical education in the United States: career development, professional identity, and training implications. COUNSELLING PSYCHOLOGY QUARTERLY 2020. [DOI: 10.1080/09515070.2018.1511970] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
| | | | | | - Nicole J. Borges
- Neurobiology and Anatomical Sciences, University of Mississippi School of Medicine, Jackson, USA
| | - Ryan D. Duffy
- Department of Psychology, University of Florida, Gainesville, USA
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Psychologists' Leadership Roles and Leadership Training Needs in Academic Health Centers. J Clin Psychol Med Settings 2020; 28:252-261. [PMID: 32107722 DOI: 10.1007/s10880-020-09707-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Psychologists are increasingly called upon to become more involved in academic health centers (AHCs) as leaders across a range of leadership roles in areas such as the clinical, teaching, and research missions, and in the administration thereof. Similarly, expansion of psychologists' service in national associations, boards, and other forums is increasing. This paper attempts to delineate the nature and extent of psychologists' involvement in leadership roles and their needs for professional leadership development to assist them in securing and succeeding in these positions. Members of the Association of Psychologists in Academic Health Centers (APAHC) were invited to complete a survey to identify current leadership roles and training needed to enhance leadership capabilities. Most (75%) of the respondents (total n = 105; 42% of APAHC full members; 70% female) were currently serving in leadership roles (range 1 to ≥ 10 positions). Years since degree conferred was positively associated with the number of leadership positions. Diversity of roles was delineated across AHC missions including psychology training (49.5%), clinical service (33.3%), and research (26.7%). An important subgroup (11.5%) served in upper-level administrative leadership positions. Leadership roles external to AHCs were common, particularly service ion committees (30.5%) and boards (27.6%) in state and national professional organizations. Half (51.4%) of survey respondents endorsed at least one leadership development need, with approximately 10% endorsing leadership development needs in all areas. The most common leadership development need was financial management skills, endorsed by nearly two-thirds of the sample. Early career respondents recognized more needs than advanced career respondents. AHC psychologists are expanding their leadership roles and distinguishing themselves as important contributors in AHCs. Despite this, many identified needs for further leadership training.
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Ward W, Zagoloff A, Rieck C, Robiner W. Interprofessional Education: Opportunities and Challenges for Psychology. J Clin Psychol Med Settings 2019; 25:250-266. [PMID: 29453507 DOI: 10.1007/s10880-017-9538-3] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
Abstract
This manuscript is an outgrowth of an invited panel presentation at the national Association for Psychologists in Academic Health Centers Conference in 2017 on Interprofessional Education (IPE). IPE is a structured and transformative educational strategy designed to provide active learning experiences where trainees from diverse healthcare professions gain shared content knowledge plus collaboration skills as they learn about, from, and with each other. Collaboration skills include understanding professional role distinctions and overlap, effective team-based communication, shared values/ethics and respect for each other's expertise, and teamwork dynamics. It is increasingly important to expand training beyond the intraprofessional activities in which psychology trainees engage to prepare them to participate in interprofessional collaborative care. As healthcare systems move to team-based collaborative practice and value-based reimbursement models, the profession of psychology needs leaders at every academic health center to facilitate the design and/or implementation of IPE activities. The panel of psychologists presented roles that psychologists play in IPE institutional program design and implementation, graduate training programs, and the perspectives of an early career psychologist and psychology trainee. Opportunities and challenges are highlighted, culminating in a call to action. Psychologists must embrace their identity as health professionals and engage their learners in IPE so that the emerging cognitive schemata of healthcare that is developed includes the profession of psychology. Otherwise, healthcare teams and health professionals will not understand the value, roles, or potential contributions of psychologists in enhancing patient care outcomes, ultimately jeopardizing psychologists' referrals, involvement in healthcare delivery, and career opportunities.
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Affiliation(s)
- Wendy Ward
- College of Medicine, University of Arkansas for Medical Sciences, 1 Children's Way, Slot 512-21, Little Rock, AR, USA.
| | | | - Cortney Rieck
- College of Medicine, University of Arkansas for Medical Sciences, 1 Children's Way, Slot 512-21, Little Rock, AR, USA
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LaPaglia D, Thompson B, Hafler J, Chauvin S. Training for Leadership Roles in Academic Medicine: Opportunities for Psychologists in the AAMC LEAD Program. J Clin Psychol Med Settings 2018; 24:118-123. [PMID: 28523452 DOI: 10.1007/s10880-017-9498-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Abstract
Psychologists' roles within academic medicine have expanded well beyond research and scholarship. They are active as providers of patient care, medical education, and clinical supervision. Although the number of psychologists in academic health centers continues to grow, they represent a small portion of total medical school faculties. However, with the movement toward collaborative care models, emphasis on interprofessional teams, and increased emphasis on psychological science topics in medical curricula, psychologists are well-positioned to make further contributions. Another path through which psychologists can further increase their contributions and value within academic health centers is to aspire to leadership roles. This article describes the first author's reflections on her experiences in a two-year, cohort-based, educational leadership development certificate program in academic medicine. The cohort was comprised largely of physicians and basic scientists, and a small number of non-physician participants of which the first author was the only clinical psychologist. The insights gained from this experience provide recommendations for psychologists interested in leadership opportunities in academic medicine.
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Affiliation(s)
- Donna LaPaglia
- Department of Psychiatry, Yale School of Medicine, 1 Long Wharf, New Haven, CT, 06511, USA.
| | - Britta Thompson
- Department of Medicine, Penn State College of Medicine, Hershey, PA, USA
| | - Janet Hafler
- Department of Pediatrics, Yale School of Medicine, New Haven, CT, USA
| | - Sheila Chauvin
- Departments of Medicine and Public Health, Louisiana State University School of Medicine, New Orleans, LA, USA
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Quality Improvement in Health Care: The Role of Psychologists and Psychology. J Clin Psychol Med Settings 2018; 25:278-294. [PMID: 29468570 DOI: 10.1007/s10880-018-9542-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Quality Improvement (QI) is a health care interprofessional team activity wherein psychology as a field and individual psychologists in health care settings can and should adopt a more robust presence. The current article makes the argument for why psychology's participation in QI is good for health care, is good for our profession, and is the right thing to do for the patients and families we serve. It reviews the varied ways individual psychologists and our profession can integrate quality processes and improve health care through: (1) our approach to our daily work; (2) our roles on health care teams and involvement in organizational initiatives; (3) opportunities for teaching and scholarship; and (4) system redesign and advocacy within our health care organizations and health care environment.
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Introduction to the Special Section: Leadership in Academic Health Centers, and Role of the Association of American Medical Colleges. J Clin Psychol Med Settings 2017; 24:83-85. [PMID: 28547579 DOI: 10.1007/s10880-017-9501-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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12
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Linton JC. Now is the Time for Psychology to Support the Transformation of Academic Health Centers. J Clin Psychol Med Settings 2017; 24:96-99. [PMID: 28401331 DOI: 10.1007/s10880-017-9492-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Psychologists have made important contributions in academic health centers (AHC), but the reputation of psychology as a discipline has been mixed, by turns viewed as a superfluous soft science, or seen as an important contributor to the AHC mission. AHCs currently face exceptional challenges to the viability of AHCs, including: planned alterations from fee-for-service to value-based funding that requires high quality at lower cost; and rising demands to demonstrate competence in trainees. Now more than ever, psychologists can and must help AHCs to meet these challenges.
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Affiliation(s)
- John C Linton
- West Virginia University School of Medicine, 3110 MacCorkle Avenue, SE, Charleston, WV, 25304, USA.
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Robiner WN, Petrik ML. Managing Difficult Patients: Roles of Psychologists in the Age of Interdisciplinary Care. J Clin Psychol Med Settings 2017; 24:27-36. [DOI: 10.1007/s10880-017-9490-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/17/2023]
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Abstract
This paper examines the successive stages of the career path for psychologists who commit to spending their professional lives working in academic health centers. Key factors for success at each stage are described, as are the steps required for progressing to subsequent stages of professional development. The paper breaks new ground by including consideration of a post-retirement stage, "Professor Emeritus status."
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Autobiography of William N. Robiner, Ph.D. J Clin Psychol Med Settings 2016; 24:21-26. [PMID: 27752980 DOI: 10.1007/s10880-016-9468-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Carr JE. Psychology, Medicine and Collaborative Innovation: An Appreciative Reply to Kirch and Ast. J Clin Psychol Med Settings 2016; 24:92-95. [PMID: 27659176 DOI: 10.1007/s10880-016-9466-7] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- John E Carr
- Psychiatry and Behavioral Sciences, and Psychology, University of Washington, 1640 Interlaken place E, Seattle, WA, 98112, USA.
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