Lisa Dutton, PT, MS ’93, PhD, returned to her alma mater in 2022 as the dean of the College of Health Professions. An academic leader skilled in new program development and expansion, Dr. Dutton has also led curricular, research and faculty development initiatives designed to improve health and well-being.

Helix: The landscape of healthcare education has changed a lot since you were a student. What has remained constant?

Dr. Dutton: Yes, a lot has changed. But the core of what we do and why we do it has not changed. We’re still focused on educating high-quality practitioners who will provide great patient care, system-level leadership and research that translates into positive health outcomes for all people. That’s what I’m focused on. And I don’t think that’s changed. We might get there in a different way. And there’s so much more content to teach. But we need to be focused on the core content that every student needs to know and how we adjust the curriculum and teach the skills that a changing healthcare landscape demands. It’s not so much how to use a particular technology or tool, but how to think about the ethical and appropriate use of those tools. Take AI. Do students understand what the limitations are, what things they should be watching for, when it’s appropriate and when it’s not appropriate? And do they have the decision-making and context around that to then take that knowledge into the next big advancement that comes?

What’s your vision for the College of Health Professions?

I’m really focused on us pushing forward toward optimal health for everyone. That’s really the core of our vision, with an emphasis on several different areas: health equity, community engagement, wellness for faculty and students, and discovery — really strengthening our research infrastructure. These areas are the core of our vision. And in doing that, we’re thinking about whether we have the right programs to meet the needs of our communities. Where do we have opportunities for programs that fit into the university and the college and address societal need? We’re also thinking about who our faculty are, who our students are and how we can best support them.

You’re leading preparations for the launch of several new programs — speech pathology, public health, doctor of medical science. Why are these a good fit for RFU, and how do they help meet current and future health needs?

We know there’s a great need in our region — from North Chicago up to Wisconsin — for speech language pathology (SLP) services. So, this program is a good addition for our community. And it’s a really good fit for RFU, because we have accreditation in interprofessional education and simulation. We also have a medical school. Our clinical partners need practitioners who have strong foundations in medical SLP and who can work with children and aging populations. We’re really uniquely positioned to move this program forward. The doctor of medical science degree is an opportunity for practitioners who want to continue their education — it is designed specifically for physician assistants. The program builds on strengths we already have as an institution. Our PA alumni are interested in lifestyle medicine, nutrition, health professions education and health administration, so we have an opportunity to integrate some of our online courses into the doctor of medical science program.

“I’m really focused on us pushing forward toward optimal health for everyone.”

Why a master’s in public health?

We face so many serious public health challenges — COVID and other infectious diseases, climate change, mental health, gun violence and racism, to name a few. The public in general is aware that we need more public health practitioners. We also want to integrate public health content across our curriculum, for future physicians, podiatrists, pharmacists and other health professionals. We’re all engaged in public health to some extent, and our students need to be well-versed in those skills and abilities.

You earned your MS in physical therapy with a neurological specialty at RFU (then Finch University of Health Sciences) and served for a year as an adjunct instructor. What’s it like to be back?

My time as a student here was transformational. It was also my first teaching experience and I was the beneficiary of great mentorship. I followed RFU’s progress from afar — its impressive advancements in IPE, simulation, community-based care and diversity, equity and inclusion. It’s been really wonderful to be back and to serve in this role.