AARC Election 2023 — Samantha Davis

Samantha Davis

Education Section Chair

Samantha Davis

International Instructional Design and Training Specialist
Henry Ford Health
Member Since: 2011

AARC Activities:

  • IPEC Representative, 2019 – Present

Affiliate Activities:

  • Spring Conference Research Symposium Coordinator, Michigan Society for Respiratory Care 2022
  • President-Elect, Idaho Society for Respiratory Care 2020
  • Asthma Chair Michigan Society for Respiratory Care 2013
  • Asthma ChairElect Michigan Society for Respiratory Care 2012
  • District X Representative Michigan Society for Respiratory Care 2013

Related Organizations:

  • IPEC Core Competencies Standards Revision Working Group, Interprofessional Education Collaborative, 2021 – Present
  • Innovations Subcommittee, LGBTQ+ Health Education Task Force, American College of CHEST Physicians, 2019 – Present
  • External Relations Committee, Society for Simulation in Healthcare, 2020 – Present
  • Board of Directors, National Asthma Educator Certification Board 2017-2019
  • Serious Games and Virtual Environments Arcade Planning Committee, Society for Simulation in Healthcare 2018-2019

Education:

  • Associate of Applied Science Respiratory Care Baker College MI 2011
  • Bachelor of Health Services Administration Baker College MI 2012
  • Master of Science in Respiratory Care Leadership Northeastern University MA 2014
  • Graduate Certificate Healthcare Simulation Boise State University ID 2018
  • RRT, National Board for Respiratory Care
  • RRT-NPS, National Board for Respiratory Care
  • Certified Healthcare Simulation Educator CHSE, Society for Simulation in Healthcare, 2018

Publications:

  • Davis S, Park C. Addressing Microaggressions: The Power of Language and Positioning [Letter to the Editor]. Acad Med; 2022; 97(6). DOI: 10.1097/ACM.0000000000004653
  • Davis SP, Stover CF, Willhaus JK. Simulation Use in Entry-Into-Practice Respiratory Care Programs. Respir Care; 2022; DOI: 10.4187/respcare.08673
  • Acquaviva KD, Mugele J, Abadilla N, Adamson T, Bernstein SL, Bhayani RK, Büchi AE, Burbage D, Carroll CL, Davis SP , Dhawan N, English K, Grier JT, Gurney MK, Hahn ES, Haq H, Huang B, Jain S, Jun J, Kerr WT, Keyes T, Kirby AR, Leary M, Marr M, Major A, Meisel JV, Petersen EA, Raguan B, Rhodes A, Rupert DD, Sam-Agudu NA, Saul N, Shah JR, Sheldon LK, Sinclair CT, Spencer K, Strand NH, Streed CG Jr, Trudell AM. Documenting Social Media Engagement as Scholarship: A New Model for Assessing Academic Accomplishment for the Health Professions. J Med Internet Res 2020;22(12):e25070. DOI: 10.2196/25070
  • Davis, S. (2017). Engaging Learners Using Simulation and Interprofessional Education. The Coalition Chronicle, 6 (10), 13-14. http://cobgrte.org/images/ChronOct31.pdf

Elections Committee Questions:

What do you see as the biggest challenge facing the AARC and what do you recommend to address it?

The biggest challenge facing the AARC is its lack of diversity – more specifically, the lack of diverse representation within the executive office, board of directors, and membership. Students, new graduates, and experienced practitioners alike may not feel represented by current leadership. Surely, some do; however, the fact is that many do not. It will take all of us to grow this profession. To do that, everyone must feel they belong at the AARC. To address this issue, I recommend a leadership mentoring program that will facilitate personal leadership development – with a specific focus on people or communities that have historically been excluded and minoritized.

What ideas do you have to help todays Respiratory Therapist recover from the pandemic and what do you feel is the main issue Respiratory Care Practitioners are facing, and what key solutions should be addressed to support our profession?

Respiratory care students, educators, leaders, and practitioners are exhausted. There are obvious “needs” such as more staff, more undergraduate programs, more wellness resources, and higher wages. As an AARC leader, I will advocate for ideas that promote greater public awareness of the profession and the value we bring to the interprofessional team. Lack of awareness and visibility plague all aspects of our profession, from hospital administration not understanding the role of a respiratory therapist to students not knowing it’s a profession at all. When we are able to raise public awareness of our profession and articulate our value we will see more investment and interest in respiratory care.

Role-Specific Questions:

Value of this section is important. If given the opportunity to represent, what would you do to increase the value to this section and how would you increase section membership?

Respiratory care educators new and old alike rely on the education section to bridge knowledge gaps, seek advice, and make connections. I’ve been a new faculty member and recall how overwhelming and isolating those first few years are. It is essential that we develop a mentorship program for early-career educators (whether hospital or university-based). A robust mentorship program will increase value and membership of the section.

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