- Office Location: 130 Flagg Road, Room 5
Dr. Phillip G. Clark is Professor and Director of both the Program in Gerontology and the Rhode Island Geriatric Education Center at the University of Rhode Island. He holds a Doctorate in Public Health from Harvard University, and was a Post-Doctoral Fellow in Ethics and Public Policy at Wesleyan University. He has served as a Visiting Professor at the Universities of Guelph and Toronto in Canada, a Fulbright Scholar at Buskerud University College in Norway, and a Visiting Professor at the University of Huddersfield and Bournemouth University in England. He is co-author of Health Care Teamwork: Interprofessional Practice and Education (2016, 2nd Edition). Santa Barbara, CA: Praeger; his work has been published in The Gerontologist, the Canadian Journal on Aging, Ageing and Society, Educational Gerontology, Gerontology & Geriatrics Education, and the Journal of Interprofessional Care. Dr. Clark has served as Principal Investigator or Co-Investigator on $23 million in grants, including support from the National Institutes of Health, Bureau of Health Professions, Administration on Aging, Social Sciences and Humanities Research Council of Canada, Norwegian Centre for International Cooperation in Education, Robert Wood Johnson Foundation, and the Rhode Island Foundation. He is a Fellow of the Gerontological Society of America and the Association for Gerontology in Higher Education.
Dr. Clark’s areas of research include interprofessional education, health promotion with older adults, ethical issues in geriatric care, comparative health care policy, narrative gerontology, and aging and disability.
- Sc.D., Public Health, Harvard University
- M.Sc., Public Health, Harvard University
- A.B., Biology (Magna cum Laude), Harvard University
Clark, P. G. (2021). Looking below the surface of interprofessional education: Uncovering organizational factors and forces. Journal of Allied Health, 50, 182-189.
Clark, P. G. (2020). Potentials and pitfalls of networking in interdisciplinary education: Taking on the challenges in gerontology and geriatrics. Gerontology & Geriatrics Education, 41, 264-272.
Clark, P. G., Greene, G. W., Blissmer, B. J., Lees, F. D., Riebe, D. A., & Stamm, K. E. (2019). Trajectories of maintenance and resilience in healthful eating and exercise behaviors in older adults. Journal of Aging and Health, 31, 861-882.
Clark, P. G., & Leedahl, S. (2019). Becoming and being an age-friendly university: Strategic considerations and practical implications. Gerontology & Geriatrics Education, 40, 166-178.
Clark, P. G. (2018). Why gerontology and geriatrics can teach us a lot about mentoring. Gerontology & Geriatrics Education, 39, 397-407.
Clark, P. G., Burbank, P., Greene, G., & Riebe, D. (2018). What do we know about resilience in older adults? An exploration of some facts, factors, and facets. In B. Resnick, L. P. Gwyther, & K. A. Roberto (Eds.), Resilience in aging: Concepts, research, and outcomes (2nd ed.) (pp. 61-80). New York: Springer.
Clark, P. G., Weeks, L., Van den Bergh, G., & Doucet, S. (2017). Gerontology across the professions and the Atlantic: Development and evaluation of an interprofessional and international course on aging and health. Gerontology & Geriatrics Education, 38, 141-157.
Drinka, T. J. K., & Clark, P. G. (2016). Healthcare teamwork: Interprofessional practice and teaching (2nd ed.). Santa Barbara, CA: Praeger.
Clark, P. G. (2015). Emerging themes in the use of narrative in geriatric care: Implications for patient-centered practice and interprofessional teamwork. Journal of Aging Studies, 34, 177-182.
Clark, P. G. (2014). Narrative in interprofessional education and practice: Implications for professional identity, communication, and teamwork. Journal of Interprofessional Care, 28, 34-39.
Clark, P. G. (2013). Towards a transtheoretical model of interprofessional education: Stages, processes, and forces supporting institutional change. Journal of Interprofessional Care, 27, 43-49.
Clark, P. G. (2011). The devil is in the details: The seven deadly sins of organizing and sustaining interprofessional education in the US. Journal of Interprofessional Care, 25, 321-327.
Clark, P. G., Blissmer, B. J., Greene, G. W., Lees, F. D., Riebe, D. A., & Stamm, K. E. (2011). Maintaining exercise and healthful eating in older adults: The SENIOR Project II: Study design and methodology. Contemporary Clinical Trials, 32, 129-139.
Clark, P. G. (2011). The narrative frame in discourse on aging: Understanding facts and values behind public policy. In G. Kenyon, E. Bohlmeijer, & W. Randall (Eds.), Storying later life: Issues, investigations, and interventions in narrative gerontology (pp. 84-97). New York: Oxford University Press.
Clark, P. G., Cott, C., & Drinka, T. J. K. (2007). Theory and practice in interprofessional ethics: A framework for understanding ethical issues in health care teams. Journal of Interprofessional Care, 21, 591-603.
Clark, P. G. (2006). What would a theory of interprofessional education look like? Some suggestions for developing a theoretical framework for teamwork training. Journal of Interprofessional Care, 20, 577-589.