FACULTY EMERITA

Mary Knab, PT, PhD, DPT Associate Provost for Interprofessional Education and Practice (IPEP)

Mary Knab, PhD, DPT, served as an Associate Professor in the Department of Physical Therapy and was the Associate Provost for Interprofessional Education and Practice at MGH Institute of Health Professions.

Dr. Knab joined the Institute faculty in 1995 as Director of Clinical Education for the Institute’s developing entry-level physical therapy program, where she was responsible for developing the successful and innovative clinical education component of the program’s curriculum. Dr. Knab collaborated successfully with the healthcare delivery community in implementing a year-long paid internship as the culminating clinical education experience and played a critical role in curriculum development for the Institute’s DPT program over many years.

Recognized nationally as a leader in developing innovative and effective clinical education models in the midst of a changing healthcare delivery system, Dr. Knab has been a frequent invited presenter on the topic.

Dr. Knab moved to the Center for Interprofessional Studies and Innovation in 2012 where she was a key leader in the Institute’s interprofessional initiative – IMPACT Practice. Under the IMPACT Practice umbrella, Dr. Knab: led the three-part series of required courses that provide Institute students with team-based interprofessional education experiences focused on the development of core competencies for collaborative practice; contributed curriculum and assessment expertise to the development of required institutional core competencies; and provided continuing professional development offerings related to interprofessional education, practice, and leadership. Dr. Knab also served as an Associate Professor for the Masters in Health Professions Education Program since its launch in 2012.

Completing a PhD in Educational Studies at Lesley University in 2012, Dr. Knab's primary research interests are in the role of reflection in the development of health professionals along a novice-to-expert continuum, narrative as a vehicle for reflection, and models for interprofessional learning and development across academic, simulation, and clinical learning environments.