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Meredith L. Baker-Rush, PhD, MS CCC‑SLP/L, CHSE, FNAP

Associate Program Director, IPHS Doctoral Program, Interprofessional Research Faculty Lead, DeWitt C. Baldwin Institute

Dr. Meredith Baker-Rush is the Associate Program Director, IPHS Doctoral Program, Interprofessional Research Faculty Lead, DeWitt C. Baldwin Institute at Rosalind Franklin University of Medicine and Science. She received her PhD in Psychology with a concentration in Health Psychology from Walden University and her Master of Science degree in Communication Sciences and Disorders (a.k.a. Speech Language Pathology) from Rush University. Dr. Baker-Rush practiced medical speech pathology in acute care, acute rehab, outpatient, home health, and subacute settings with a specialty in geriatric medicine, critical care, cardiopulmonary disease, and neurology.  She has developed and provided hands-on skills training across the country on complex medical patient populations, tracheostomy and mechanical ventilation, and team-based care.

She is a Distinguished Fellow in the National Academy of Practice (NAP), Chair of the IPP/IPE sub-committee in the Speech Language Pathology Academy of NAP, Certified Healthcare Simulation Educator (CHSE), member of the Global Tracheostomy Collaborative, member of the research committee of the Chicago Simulation Consortium, serves on the Editorial Board for the Journal of Interprofessional Education and Practice, and is a peer reviewer for several healthcare journals.

Dr. Baker-Rush serves as faculty within the Interprofessional Healthcare Students (IPHS) Doctoral program and the Department of Healthcare Simulation.  Her roles include doctoral chair, committee member for student-led research, professor and instructor for research-based courses, simulation development and curricular alignment, and IP consultancy. She mentor’s student led research at the ICC, and aids in the support for quality assurance for simulation-based learning opportunities. Her research interests include chronic and critical illness / complex medical patient populations, psychology of illness, psychology of healthcare, interprofessional education and practice, assessment of knowledge and skills, team-science, and simulation.