Helen M Amerongen

Interests

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Courses

Scholarly Contributions

Chapters

• Amerongen, H. M. (2017). Anatomy and Histology of the Digestive Tract. In Comprehensive Toxicology, Third Edition. Vol. 3(pp 3–15). Oxford: Elsevier.
• Amerongen, H. M. (2015). Anatomy and Histology of the Digestive Tract - update. In Comprehensive Toxicology 3rd Edition. Elsevier.

Journals/Publications

• Theodorou, A., Larson, W. J., LeGros, T., Cooley, J. H., & Amerongen, H. M. (2016). A Constructivist Tool for Teaching Role Knowledge and Respect in Early Interprofessional Education. MedEdPortal.
• Amerongen, H. M., Cooley, J. H., LeGros, T., Larson, W. J., & Theodorou, A. (2016). A Constructivist Tool for Teaching Role Knowledge and Respect in Early Interprofessional Education. MedEdPortal.
• Amerongen, H. M., LeGros, T. A., Cooley, J. H., Schloss, E. P., & Theodorou, A. (2015). Constructive Contact: Design of a Successful Introductory Interprofessional Education Experience. Currents in Pharmacy Teaching and Learning, 7(5), 565-574. doi:doi:10.1016
• Johnston, S. S., Amerongen, H. M., Sheppard, J. E., Taljanovic, M. S., & Turker, T. (2019). "The Radial and Ulnar Collateral Ligaments of the Wrist are True Ligaments.". Diagnostic and Interventional Radiology.
• LeGros, T. A., Amerongen, H. M., Cooley, J. H., & Schloss, E. P. (2015). Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training. Journal of interprofessional care, 29(6), 596-602.
  More info

  Despite the increasing need for faculty and preceptors skilled in interprofessional facilitation (IPF), the relative novelty of the field poses a challenge to the development and evaluation of IPF programs. We use learning theory and IPF competencies with associated behavioral indicators to develop and evaluate six key messages in IPF training and experience. Our mixed methods approach included two phases: quantitative data collection with embedded qualitative data, followed by qualitative data collection in explanatory sequential fashion. This enabled triangulated analyses of both data types and of facilitation behaviors from facilitator and student perspectives. Results indicate the competency-based training was effective. Facilitators felt comfortable performing behaviors associated with IPF competencies; student observations of those behaviors supported facilitator self-reported performance. Overall, students perceived more facilitation opportunities than facilitators. Findings corroborate the importance of recruiting seasoned facilitators and establishing IPF guidelines that acknowledge variable team dynamics and help facilitators recognize teachable moments.
• Turker, T., Taljanovic, M. S., Sheppard, J. E., Amerongen, H. M., & Johnston, S. S. (2016). Manuscript ID HAND-16-0344: "The Radial and Ulnar Collateral Ligaments of the Wrist are True Ligaments.". HAND.
• Turker, T., Taljanovic, M. S., Sheppard, J. E., Amerongen, H. M., & Johnston, S. S. (2018). Manuscript ID JHAM-D-18-00006: "The Radial and Ulnar Collateral Ligaments of the Wrist are True Ligaments.". Journal of Hand and Microsurgery.

Presentations

• Amerongen, H. M., Cooley, J. H., LeGros, T., Larson, W. J., & Theodorou, A. (2016, June). A Constructivist Tool for Teaching Role Knowledge and Respect in Early Interprofessional Education. International Association of Medical Educators Annual Meeting. Leiden, Netherlands.

Poster Presentations

• Amerongen, H. M. (2015, June). Interprofessional Education Curriculum for Entry-Level Health Professions Students. Medical Education Research Day. College of Medicine Tucson.
• Theodorou, A. A., Larson, W. J., LeGros, T. A., Cooley, J. H., & Amerongen, H. M. (2016, April 2016). A Constructivist Tool for Teaching Role Knowledge and Respect in Early Interprofessional Education. Western Group on Educational Affairs. Tucson, AZ: Western Group on Educational Affairs.