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Nadia Miniclier Cobb, PA-C, MS

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Languages Spoken: English, German

Nadia M. Cobb PA-C, PhD Candidate is the director of the Office for the Promotion of Global Healthcare Equity (http://medicine.utah.edu/dfpm/physician-assistant-studies/opghe/), in the Division of Physician Assistant Studies, in the Department of Family and Preventive Medicine. Nadia continues her work within the Physician Assistant Program (http://medicine.utah.edu/physician-assistant-program/index.php) as the director of the Friday Clinical Experience. She has worked for the Physician Assistant Program since 2002 where her positions have included Director of Clinical Evaluation, Student Promotion/Success Committee chair, Clinical Associate, course master for Geriatrics and the development of the Ghana Clinical Medicine Service rotation, to name a few. The partnerships formed during the Ghana rotation (Ghana Ministry of Health, College of Health- Kintampo and the KNUST Medical School), with the University of Utah Physician Assistant Program, led to the establishment of the first CME for the Ghanaian physician assistants (established 1969), who serve as Ghana's primary health care workforce, mainly in the rural and remote areas of the country. Over 8 years, this annual international interprofessional CME included over 2,500 Ghanaian physician assistants participants, >60 school of medicine volunteer faculty who came to teach and hundreds of learners, including the University of Utah physician assistant students. In 2014 she was named Humanitarian of the Year by the American Academy of Physician Assistants (https://youtu.be/WiUklTgJFZM) and recognized as a Utah Healthcare Hero by Utah Business Magazine for this work.

Nadia's passion has expanded into global health workforce policy - with a particular focus on cadres globally that are similar to physician assistants, socially accountable health professional education, health equity, community based primary care, and advocacy .

In 2015 she was invited to work with the World Health Organization (WHO) on a technical working group to develop the Global Evaluation Toolkit for Health Workforce Education, of which 70% of the respondants of the pilot survey were physician assistants and similar global cadres (trained in accelerated medical models to increase access to care based on regional needs). Nadia's collaborations, scholarship and advocacy around these cadres has increased the awareness of this vital health workforce on a global level. These cadres are represented by >25 titles in >50 nations and are informally referred to as 'Accelerated Medically Trained Clinicians' (AMTCs). They include physician assistants, clinical officers, associate clinicians, public health officers, health assistants, (to name a few) and the majority provide primary care at the community level, serving rural, medically underserved populations. Because of this work she was invited to participate on one of the 8 thematic working groups to help shape the WHO's Global Strategy on Human Resources for Health: Workforce 2030, and as a co-author on a chapter ('Enabling Universal Health Coverage and Empowering Communities through Socially Accountable Health Workforce Education') in the WHO book 'Health Employment and Economic Growth: An Evidence Base' released in November of 2017. As part of the United Nations Commission on Health Employment and Economic Growth's 5-year strategic plan, the Global Health Workforce Network Education Hub (facilitated by the health workforce department in the WHO) is working towards the development of a set of core global public goods that advance alignment of student selection, education and training with population, health systems, and health labour market needs. Nadia is engaged in this work, as much is around health workforce trained in 12-48 months, which include the AMTC cadres. She is humbled by these opportunities, and honored to represent the University of Utah, Department of Family & Preventive Medicine, Division of Physician Assistant Studies and her profession as a physician assistant.

Nadia continues to actively serve within the broader University of Utah, serving on the Global Health (Health Sciences Center) Steering Committe, and as an elected SOM career-line representative on the University Academic Senate, and committees associated with it.

On a national level she has served the Physician Assistant Education Association on the International Affairs Committee, as a liaison for the Consortium of Universities for Global Health and on the Physician Assistant Committee for the Commission on Graduates of Foreign Nursing Schools. She is collaborating with the Training for Health Equity Network (THEnet) as the representative of the University of Utah Division of Physician Assistant Studies. She serves on the Innovation Collaborative on Learning through Community Engagement/Global Forum on Innovation in Health Professional Education at the National Academy of Medicine.

Nadia is in the dissertation phase of her PhD – with expected completion in 2018.


As a physician assistant, Nadia has worked in a variety of settings, including an inner city ER, family practice, occupational medicine and refugee health.

Specialties

  • Physician Assistant
  • Family Medicine

Board Certification and Academic Information

Academic Departments Family & Preventive Medicine - Associate Professor (Clinical)
Academic Divisions Physician Assistant Program
Board Certification National Commission on Certification of Physician Assistants

Nadia M. Cobb PA-C, PhD Candidate is the director of the Office for the Promotion of Global Healthcare Equity (http://medicine.utah.edu/dfpm/physician-assistant-studies/opghe/), in the Division of Physician Assistant Studies, in the Department of Family and Preventive Medicine. Nadia continues her work within the Physician Assistant Program (http://medicine.utah.edu/physician-assistant-program/index.php) as the director of the Friday Clinical Experience. She has worked for the Physician Assistant Program since 2002 where her positions have included Director of Clinical Evaluation, Student Promotion/Success Committee chair, Clinical Associate, course master for Geriatrics and the development of the Ghana Clinical Medicine Service rotation, to name a few. The partnerships formed during the Ghana rotation (Ghana Ministry of Health, College of Health- Kintampo and the KNUST Medical School), with the University of Utah Physician Assistant Program, led to the establishment of the first CME for the Ghanaian physician assistants (established 1969), who serve as Ghana's primary health care workforce, mainly in the rural and remote areas of the country. Over 8 years, this annual international interprofessional CME included over 2,500 Ghanaian physician assistants participants, >60 school of medicine volunteer faculty who came to teach and hundreds of learners, including the University of Utah physician assistant students. In 2014 she was named Humanitarian of the Year by the American Academy of Physician Assistants (https://youtu.be/WiUklTgJFZM) and recognized as a Utah Healthcare Hero by Utah Business Magazine for this work.

Nadia's passion has expanded into global health workforce policy - with a particular focus on cadres globally that are similar to physician assistants, socially accountable health professional education, health equity, community based primary care, and advocacy .

In 2015 she was invited to work with the World Health Organization (WHO) on a technical working group to develop the Global Evaluation Toolkit for Health Workforce Education, of which 70% of the respondants of the pilot survey were physician assistants and similar global cadres (trained in accelerated medical models to increase access to care based on regional needs). Nadia's collaborations, scholarship and advocacy around these cadres has increased the awareness of this vital health workforce on a global level. These cadres are represented by >25 titles in >50 nations and are informally referred to as 'Accelerated Medically Trained Clinicians' (AMTCs). They include physician assistants, clinical officers, associate clinicians, public health officers, health assistants, (to name a few) and the majority provide primary care at the community level, serving rural, medically underserved populations. Because of this work she was invited to participate on one of the 8 thematic working groups to help shape the WHO's Global Strategy on Human Resources for Health: Workforce 2030, and as a co-author on a chapter ('Enabling Universal Health Coverage and Empowering Communities through Socially Accountable Health Workforce Education') in the WHO book 'Health Employment and Economic Growth: An Evidence Base' released in November of 2017. As part of the United Nations Commission on Health Employment and Economic Growth's 5-year strategic plan, the Global Health Workforce Network Education Hub (facilitated by the health workforce department in the WHO) is working towards the development of a set of core global public goods that advance alignment of student selection, education and training with population, health systems, and health labour market needs. Nadia is engaged in this work, as much is around health workforce trained in 12-48 months, which include the AMTC cadres. She is humbled by these opportunities, and honored to represent the University of Utah, Department of Family & Preventive Medicine, Division of Physician Assistant Studies and her profession as a physician assistant.

Nadia continues to actively serve within the broader University of Utah, serving on the Global Health (Health Sciences Center) Steering Committe, and as an elected SOM career-line representative on the University Academic Senate, and committees associated with it.

On a national level she has served the Physician Assistant Education Association on the International Affairs Committee, as a liaison for the Consortium of Universities for Global Health and on the Physician Assistant Committee for the Commission on Graduates of Foreign Nursing Schools. She is collaborating with the Training for Health Equity Network (THEnet) as the representative of the University of Utah Division of Physician Assistant Studies. She serves on the Innovation Collaborative on Learning through Community Engagement/Global Forum on Innovation in Health Professional Education at the National Academy of Medicine.

Nadia is in the dissertation phase of her PhD – with expected completion in 2018.


As a physician assistant, Nadia has worked in a variety of settings, including an inner city ER, family practice, occupational medicine and refugee health.

Academic Locations

801-581-7766

375 Chipeta Way
U of U, DFPM
Salt Lake City, UT  84108

Research Statement

Nadia's scholarship is on global health workforce & health systems, specifically on physician assistants /accelerated medically trained clinicians (AMTCs) and the growing evidence of the critical role they play in increasing access to care in a cost effective, scalable, and regionally responsive manner. A primary focus is education/training processes most effective in producing these fit-for-purpose physician assistants/ AMTCs. These processes include community engagement and community based primary care experiences that help shape the learner's perspective and understanding of the social determinants of health impact on patients, communities and populations. Through studying physician assistants/AMTCs globally, best practices and examples of curricula and experiential models can be adopted and adapted to expand and further integrate this responsive and resilient health workforce to best be able to meet the current and changing population.

Board Certification and Academic Information

Academic Departments Family & Preventive Medicine - Associate Professor (Clinical)
Academic Divisions Physician Assistant Program
Board Certification National Commission on Certification of Physician Assistants

Research Interests

  • Health Workforce
  • Socially Accountable Health Professional Education
  • Social Determinants of Health
  • Human Resources for Health
  • Physician Assistant Analogs Globally
  • Health Systems
  • Global Citizenship

Education History

Professional Other University of Utah
Physician Assistant
P.A.
Graduate Training University of Colorado
Kinesiology
Master's
Undergraduate University of Colorado
Neuroscience
B.A.
Doctoral Training Trident University International
Health Sciences
Ph.D.

Selected Publications - Journal Articles

Journal Article

  1. Truong A, Cobb N, Hawkes JE, Adjase ET, Goldgar DE, Powell DL, Lewis BKH (). Continuing dermatology education for rural physician assistants in Ghana: an assessment of needs and effectiveness. Journal of Physician Assistant Education, 29(1), 19-24.
  2. Kayingo G, Cobb N, Meckel M, Mulitalo K, Cuadrado N, Fahringer D (). Collaborating Across Borders in Global Health. Reflections and Lessons Learned. Journal of Physician Assistant Education, 27(2), 95-9.
  3. Palsdottir B, Barry J, Bruno A, Barr H, Clithero A, Cobb N, Maeseneer J, Kigule-Malwadde E, Neusy AJ, Reeves S, Strasser R, Worley P (). Training for Impact: The socio-economoic impact of a fit for purpose health workforce on communities; Thematic Series: ‘Investment in human resources for health: impact on health outcomes and beyond’. Human Resources for Health, 14(49).
  4. Cobb N, Meckel M, Nyoni J, Mulitalo K, Cuadrado H, Sumitani J, Kayingo G, Fahringer D (). Findings from a Survey of an Uncategorized Cadre of Clinicians in 46 Countries--Increasing Access to Medical Care with a Focus on Regional Needs since the 17th Century. World Health Popul, 16(1).
  5. Stoesser K, Cobb NM (2014 Nov-Dec). Self-treatment and informal treatment for depression among resident physicians. Fam Med, 46(10), 797-801.
  6. Saffel-Shrier S, Gunning K, Lehman W, Van Hala S, Farrell T, Egger M, Miniclier N (). Residency Redsign tp Accomodate Growing Trends in Geriatric Care: Use of an Experimental RC-FM Waiver to Establish a Patient-Centered Medical Home in an Asissted Living Facility. Fam Med, 44(2), 128-31.
  7. Miniclier N, Antwi J, Adjase ET (2009). "Educating for Service": The Medical Assistant Profession in Ghana. Journal of Physician Assistant Education, 20(3), 44-7.
  8. Davy KP, Miniclier NL, Taylor JA, Stevenson ET, Seals DR (1996 Aug). Elevated heart rate variability in physically active postmenopausal women: a cardioprotective effect? Am J Physiol, 271(2 Pt 2), H455-60.
  9. Post K, Heron C, Miniclier N, Bickford-Wimer P (01/01/1991). Effects of Long-term Deprenyl Treatment on Motor Performance and Motor Learning on F344 Rats. Age (Omaha), 14, 137.

Book Chapter

  1. Palsdottir B, Cobb N, Fisher J, Gilbert JHV, Reeve C, Salomon ML, Strasser R (). Policy Brief: Enabling Universal Health Coverage and Empowering Communities through Socially Accountable Health Workforce Education. In Buchan J, Dhillon I, Campbell J (Eds.), Health Employment and Economic Growth: An Evidence Base. Geneva: World Health Organization.
  2. Cobb N, Clithero A, Cristobal F, Fisher J, Larkins S, Middleton L, Neusy A-J, Preston R, Ross S, Strasser R, Woolley T (). Meeting the mission on social accountability and community engagement to develop people-centered health professionals. In Kayingo G, Hess V (Eds.), The Health Professions Educator: A Practical Guide for New and Established Faculty (pp. 407-416). NYC: Springer Publishing Company.
  3. Meckel M, Cobb N, Mgobozi A, Cellissen E, Burrows K, Riethle T, Soe ZT (). Diverse Assessment Strategies. In Kayingo G, Hess V (Eds.), The Health Professions Educator: A Practical Guide for New and Established Faculty (pp. 187-198). NYC: Springer Publishing Company.

Commentary

  1. Dussault J, Cobb NM (). A new generation of physicians in sub-Saharan Africa? Comment on “Non-physician clinicians in sub-Saharan Africa and the evolving role of physicians”. Int J Health Policy Manag, 5, 1-3.

Letter

  1. Meckel M, Cobb N, Cuadradro N, Kayingo G, Mulitalo K (). A role for accelerated medically trained clinicians [Letter to the editor]. JAAPA, 29(11), 1-2.
  2. Stoesser K, Cobb NM (2015 Jun). Reply to "self-treatment and informal treatment for depression among resident physicians" [Letter to the editor]. Fam Med, 47(6), 488-9.

Abstract

  1. Cobb N, Meckel M, Mulitalo K, Kayingo G, Fahringer D (). Expanding Knowledge About an Uncatergorized and Globally Relevant Cadre of 'Mid-Level, Non-Physician Clinicians' Serving in 46 Countries [Abstract]. 12th Annual Association of American Medical Colleges Health Workforce Research Conference.
  2. Cobb N, Bailey R, Abraham EV, Lusale D, Lear S, Apperly S (). Expanding Health Equity through the Mobilization of Non-Physician Clinicians: Five Continent Examples [Abstract]. Prince Mahidol Awards Conference 2015: Global Health Post 2015 -Accelerating Equity.
  3. Cobb NM, Adjase ET (). Building Capacity in a Vital Health Workforce: Continuing Professional Development for the Mid-Level Providers of Ghana [Abstract]. Prince Mahidol Conference 2014: Transformative Learning for Health Equity.
  4. Kennedy W, Miniclier N, Hudak N (). Reciprocity and Global Health: Sustaining an International Health Elective Rotation [Abstract]. Physician Assistant Education Association Education Forum.
  5. Guning K, Saffel-Shrier S, Lehman W, Miniclier N, Farrell T (). Developement of a novel medical home: an interporfessional teaching clinic in an assisted living faciltiy [Abstract]. Pharmacotherapy, 30(10), 435e.
  6. Miniclier N, Keahey D (2006). The University of Utah Physician Assistant Program's Model of Clinical Experience During the Didactic Year for Physician Asssistant Students; Poster Abstracts from the PAEA 2006 Annual Education Forum; Quebec City, Ontario, Canada [Abstract]. Journal of Physician Assistant Education, 17(4), 34-5.
  7. Miniclier N, Goldgar C (01/01/2006). Comparison of student self-evaluation to faculty evaluation of summative OSCE performance- after immediate feedback by faculty; Poster Abstracts from the PAEA 2006 Annual Education Forum; Quebec City, Ontario, Canada [Abstract]. Journal of Physician Assistant Education, 17(4), 27-8.
  8. Bickford PC, Heron C, Rose GM, Miniclier N, Poth K, Lin AM-Y, Friedmann M, Gerhardt GA (). The effect of long term deprenyl administration on behavior and brain funciton in aged rats [Abstract]. Soc Neurosci, 18, 904.

Other

  1. Miniclier N (10/01/2008). Ghana Clinical Medicine Experience Open to Utah PAs. Utah Academy of Physician Assistants Newsletter (1, p. 4). Utah Academy of Physician Assistants.

Report

  1. Talib Z, Palsdottir B, Briggs M, Clithero A, Cobb N, Marjadi B, Preston R, Willems S (). Defining community-engaged health professional education: A step towards building the evidence. National Academy of Medicine. Washington, DC. https://nam.edu/wp-content/uploads/2017/01/Defining-Community-Engaged-Health-Professional-Education-AStep-Toward-Building-the-Evidence.pdf.
  2. WHO Technical Working Group on the Global Evaluation Toolkit for the Health Workforce Education Adjase ET, Bailey R, Barry J, Berry S, Bruno AF, Burdick W, Chuenkongkaew W, Clark E, Cordina M, Couper I, Dare L, De Maessner J, Eisele J, Essack S, Fisher J, Flores W, Goiana da silva F, Gordon D, Grant J, Harden R, Larkins S, Liu H, Middleton Solomon L, Miniclier Cobb N, Neusy AJ, Petrini M, Rogers J, Rumsey M, Sewankambo N, Strasser R, Suleman F, Villena Sarmiento R, Tainijoki-Seyer J, Worley P, Yoo IY, Zangaro G (). WHO Progress Report on Health Workforce Education, 2013- 2015. Geneva, Switzerland: World Health Organization.
  3. Adjase ET, Bailey R, Barry J, Berry S, Bruno AF, Burdick W, Chuenkongkaew W, Clark E, Cordina M, Couper I, Dare L, De Maessner J, Eisele J, Essack S, Fisher J, Flores W, Goiana da silva F, Gordon D, Grant J, Harden R, Larkins S, Liu H, Middleton Solomon L, Miniclier Cobb N, Neusy AJ, Petrini M, Rogers J, Rumsey M, Sewankambo N, Strasser R, Suleman F, Villena Sarmiento R, Tainijoki-Seyer J, Worley P, Yoo IY, Zangaro G (). Toward Universal health coverage: a global evaluation toolkit (GET) for health workforce education; Protocol for implementation 2015. Geneva, Switzerland: World Health Organization.
  4. Eight thematic working groups group 4 Dare L, Phoya A, Campbell J, Cobb N, Dare S, Day-Strik F, Ofafore T, KElman E, Krech R, Palsdotttir B, Quain E, Teoreira H, Tulenko K (). Health Workforce 2030: Towards a global strategy on human resources for health; synthesis paper of the thematic groups (0042-9686). Geneva, Switzerland: World Health Organization.

Video/Film/CD/Web/Podcast

  1. Cobb N, Saffel-Shrier S, Middleton L, Palsdottir B (). Targeting the Social Determinants of Health in Geriatric Populations (Social Determinants of Health Case Studies - Clinical Prevention & Population Health Curriculum Framework) [Web]. Washington DC: APTR Association for Prevention Teaching and Research, Office of Disease Prevention and Health Promotion, Health and Human Services. Available: https://www.teachpopulationhealth.org/sdohcases.html.
  2. van Duinen A, Cobb N, Mansaray AFF, Jawara A, Kemoh SS (). Sierra Leone's Community Health Officers: a resilient, responsive health workforce [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/blog/sierra-leone’s-community-health-officers-resilient-responsive-health-workforce.
  3. Mulilima C, Meckel M, Cobb N (). Malawi's Medical Assistants & Clinical Officers - the base of health care in Malawi [Web]. World Health Organization, Transformative Education for Healthcare Professionals Website.
  4. Rahman SM, Cobb N (). Bangladesh's Sub-Assistant Community Medical Officer [Web]. World Health Organization, Transformative Education for Healthcare Professionals Website. Available: http://whoeducationguidelines.org/content/bangladesh’s-sub-assistant-community-medical-officer.
  5. Maung NS, Soe HZ, Cobb N (). Myanmar's Health Assistants: Serving Rural Communities [Web]. World Health Organization Transformative Education for Healthcare Professionals. Available: http://whoeducationguidelines.org/content/myanmar’s-health-assistants-serving-rural-communities.
  6. Pemba S, Meckel M, Cobb N (). The United Republic of Tanzania's Clinical Officers and Assistant Medical Officers [Web]. World Health Organization Transformative Education for Healthcare Professionals Website. Available: http://whoeducationguidelines.org/content/united-republic-tanzania’s-clinical-officers-and-assistant-medical-officers.
  7. Conteh A, Sumitani J, Cobb N (). Sierra Leone's Community Health Officers [Web]. World Health Organization Transformative Education for Healthcare Professionals website. Available: http://whoeducationguidelines.org/content/sierra-leone’s-community-health-officers.
  8. Kayingo G, Ekol EJ, Ssewankambwe N, Nalugo S, Meckel M, Cobb N (). Uganda's Clinical Officers [Web]. World Health Organization Transformative Education for Professionals. Available: http://whoeducationguidelines.org/content/uganda’s-clinical-officers.
  9. Multak N, Cobb N (). Feldshers in the Ukraine [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/feldshers-ukraine.
  10. Conteh A, Sumatani J, Cobb N (). Sierra Leone's Community Health Officers [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/sierra-leone’s-community-health-officers.
  11. Talker R, Cobb N (). Healthcare on the Navajo Reservation - a Navajo Physician Assistant [Web]. World Health Organization Transformaitve Education for Health Professionals. Available: http://whoeducationguidelines.org/content/healthcare-navajo-reservation-navajo-physician-assistant.
  12. Orfirer J, Cobb N (). Nepal's Health Assistants [Web]. World Health Organization Transformaitve Education for Health Professionals. Available: http://whoeducationguidelines.org/content/nepals-health-assistants.
  13. Ireri K, Nganga L, Meckel M, Kayingo G, Cobb N (). Kenya's Clinical Officer [Web]. World Health Organization Transformaitve Education for Health Professionals. Available: http://whoeducationguidelines.org/content/kenya’s-clinical-officer.
  14. Manana D, Meckel M, Cobb N (). Clinical Officers in the Republic of South Sudan [Web]. World Health Organization Transformative Education for Professionals. Available: http://whoeducationguidelines.org/content/clinical-officers-republic-south-sudan-0.
  15. Cobb N (). The Non--Physician Clinician - the Invisible Workforce [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/blog/non-physician-clinician-invisible-workforce.
  16. Hunt J, Cobb N (). Street Medicine, caring for Homeless Patients Where They Are: the Physician Assistant Role [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/street-medicine-caring-homeless-patients-where-they-are-physician-assistant-role.
  17. Ngcobo S, Cobb N (). Caring for Communities: Training Clinical Associates in South Africa [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/caring-communities-training-clinical-associates-south-africa.
  18. Kollie J, Cobb N (). Liberia- where physician assistants are vital in the care of the country [Web]. World Health Organization Transformative Education for Professionals. Available: http://whoeducationguidelines.org/content/liberia-where-physician-assistants-are-vital-care-country.
  19. Abraham EV, Cobb N (). Physician Assistants in India [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistants-india.
  20. Apperley S, Cobb N (). Physician Associates in the United Kingdom [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/ physician-associates-united-kingdom.
  21. Jones I, Cobb N, editor (). Physician Assistants in Canada [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistants-canada.
  22. Lusale D, Cobb N (). Zambian Associate Clinicians [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/zambian-associate-clinicians.
  23. Meckel M, Ahmed N, Cobb N (). Physician Assistants in the Kingdom of Saudi Arabia [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistants-kingdom-saudi-arabia.
  24. Adjase ET, Cobb N (). The Physician Assistant Profession in Ghana [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistant-profession-ghana.
  25. Bushiaja E, Meckel M, Cobb N (). Rwanda's Health Officers [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/rwanda's-clinical-officer.
  26. Tekeste S, Meckel M, Cobb N (). Ethiopia's Health Officers [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/ethiopias's-health-officers.

Global Impact

Selected Provider Publications

Journal Article

  1. Truong A, Cobb N, Hawkes JE, Adjase ET, Goldgar DE, Powell DL, Lewis BKH (). Continuing dermatology education for rural physician assistants in Ghana: an assessment of needs and effectiveness. Journal of Physician Assistant Education, 29(1), 19-24.
    Global Impact: Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana.

  2. Kayingo G, Cobb N, Meckel M, Mulitalo K, Cuadrado N, Fahringer D (). Collaborating Across Borders in Global Health. Reflections and Lessons Learned. Journal of Physician Assistant Education, 27(2), 95-9.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  3. Palsdottir B, Barry J, Bruno A, Barr H, Clithero A, Cobb N, Maeseneer J, Kigule-Malwadde E, Neusy AJ, Reeves S, Strasser R, Worley P (). Training for Impact: The socio-economoic impact of a fit for purpose health workforce on communities; Thematic Series: ‘Investment in human resources for health: impact on health outcomes and beyond’. Human Resources for Health, 14(49).
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  4. Cobb N, Meckel M, Nyoni J, Mulitalo K, Cuadrado H, Sumitani J, Kayingo G, Fahringer D (). Findings from a Survey of an Uncategorized Cadre of Clinicians in 46 Countries--Increasing Access to Medical Care with a Focus on Regional Needs since the 17th Century. World Health Popul, 16(1).
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  5. Miniclier N, Antwi J, Adjase ET (2009). "Educating for Service": The Medical Assistant Profession in Ghana. Journal of Physician Assistant Education, 20(3), 44-7.
    Global Impact: Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Global, Global, Global, Global, Global, Global, Global, Global, Global.

Book Chapter

  1. Palsdottir B, Cobb N, Fisher J, Gilbert JHV, Reeve C, Salomon ML, Strasser R (). Policy Brief: Enabling Universal Health Coverage and Empowering Communities through Socially Accountable Health Workforce Education. In Buchan J, Dhillon I, Campbell J (Eds.), Health Employment and Economic Growth: An Evidence Base. Geneva: World Health Organization.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  2. Cobb N, Clithero A, Cristobal F, Fisher J, Larkins S, Middleton L, Neusy A-J, Preston R, Ross S, Strasser R, Woolley T (). Meeting the mission on social accountability and community engagement to develop people-centered health professionals. In Kayingo G, Hess V (Eds.), The Health Professions Educator: A Practical Guide for New and Established Faculty (pp. 407-416). NYC: Springer Publishing Company.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  3. Meckel M, Cobb N, Mgobozi A, Cellissen E, Burrows K, Riethle T, Soe ZT (). Diverse Assessment Strategies. In Kayingo G, Hess V (Eds.), The Health Professions Educator: A Practical Guide for New and Established Faculty (pp. 187-198). NYC: Springer Publishing Company.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

Commentary

  1. Dussault J, Cobb NM (). A new generation of physicians in sub-Saharan Africa? Comment on “Non-physician clinicians in sub-Saharan Africa and the evolving role of physicians”. Int J Health Policy Manag, 5, 1-3.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

Letter

  1. Meckel M, Cobb N, Cuadradro N, Kayingo G, Mulitalo K (). A role for accelerated medically trained clinicians [Letter to the editor]. JAAPA, 29(11), 1-2.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

Abstract

  1. Cobb N, Meckel M, Mulitalo K, Kayingo G, Fahringer D (). Expanding Knowledge About an Uncatergorized and Globally Relevant Cadre of 'Mid-Level, Non-Physician Clinicians' Serving in 46 Countries [Abstract]. 12th Annual Association of American Medical Colleges Health Workforce Research Conference.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  2. Cobb N, Bailey R, Abraham EV, Lusale D, Lear S, Apperly S (). Expanding Health Equity through the Mobilization of Non-Physician Clinicians: Five Continent Examples [Abstract]. Prince Mahidol Awards Conference 2015: Global Health Post 2015 -Accelerating Equity.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  3. Cobb NM, Adjase ET (). Building Capacity in a Vital Health Workforce: Continuing Professional Development for the Mid-Level Providers of Ghana [Abstract]. Prince Mahidol Conference 2014: Transformative Learning for Health Equity.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  4. Kennedy W, Miniclier N, Hudak N (). Reciprocity and Global Health: Sustaining an International Health Elective Rotation [Abstract]. Physician Assistant Education Association Education Forum.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

Report

  1. Talib Z, Palsdottir B, Briggs M, Clithero A, Cobb N, Marjadi B, Preston R, Willems S (). Defining community-engaged health professional education: A step towards building the evidence. National Academy of Medicine. Washington, DC. https://nam.edu/wp-content/uploads/2017/01/Defining-Community-Engaged-Health-Professional-Education-AStep-Toward-Building-the-Evidence.pdf.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  2. WHO Technical Working Group on the Global Evaluation Toolkit for the Health Workforce Education Adjase ET, Bailey R, Barry J, Berry S, Bruno AF, Burdick W, Chuenkongkaew W, Clark E, Cordina M, Couper I, Dare L, De Maessner J, Eisele J, Essack S, Fisher J, Flores W, Goiana da silva F, Gordon D, Grant J, Harden R, Larkins S, Liu H, Middleton Solomon L, Miniclier Cobb N, Neusy AJ, Petrini M, Rogers J, Rumsey M, Sewankambo N, Strasser R, Suleman F, Villena Sarmiento R, Tainijoki-Seyer J, Worley P, Yoo IY, Zangaro G (). WHO Progress Report on Health Workforce Education, 2013- 2015. Geneva, Switzerland: World Health Organization.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  3. Adjase ET, Bailey R, Barry J, Berry S, Bruno AF, Burdick W, Chuenkongkaew W, Clark E, Cordina M, Couper I, Dare L, De Maessner J, Eisele J, Essack S, Fisher J, Flores W, Goiana da silva F, Gordon D, Grant J, Harden R, Larkins S, Liu H, Middleton Solomon L, Miniclier Cobb N, Neusy AJ, Petrini M, Rogers J, Rumsey M, Sewankambo N, Strasser R, Suleman F, Villena Sarmiento R, Tainijoki-Seyer J, Worley P, Yoo IY, Zangaro G (). Toward Universal health coverage: a global evaluation toolkit (GET) for health workforce education; Protocol for implementation 2015. Geneva, Switzerland: World Health Organization.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  4. Eight thematic working groups group 4 Dare L, Phoya A, Campbell J, Cobb N, Dare S, Day-Strik F, Ofafore T, KElman E, Krech R, Palsdotttir B, Quain E, Teoreira H, Tulenko K (). Health Workforce 2030: Towards a global strategy on human resources for health; synthesis paper of the thematic groups (0042-9686). Geneva, Switzerland: World Health Organization.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

Video/Film/CD/Web/Podcast

  1. Cobb N, Saffel-Shrier S, Middleton L, Palsdottir B (). Targeting the Social Determinants of Health in Geriatric Populations (Social Determinants of Health Case Studies - Clinical Prevention & Population Health Curriculum Framework) [Web]. Washington DC: APTR Association for Prevention Teaching and Research, Office of Disease Prevention and Health Promotion, Health and Human Services. Available: https://www.teachpopulationhealth.org/sdohcases.html.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global.

  2. van Duinen A, Cobb N, Mansaray AFF, Jawara A, Kemoh SS (). Sierra Leone's Community Health Officers: a resilient, responsive health workforce [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/blog/sierra-leone’s-community-health-officers-resilient-responsive-health-workforce.
    Global Impact: Global, Global, Global, Global, Global, Global, Global, Global, Global, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone.

  3. Mulilima C, Meckel M, Cobb N (). Malawi's Medical Assistants & Clinical Officers - the base of health care in Malawi [Web]. World Health Organization, Transformative Education for Healthcare Professionals Website.
    Global Impact: Malawi, Malawi, Malawi, Malawi, Malawi, Malawi, Malawi, Malawi, Malawi.

  4. Rahman SM, Cobb N (). Bangladesh's Sub-Assistant Community Medical Officer [Web]. World Health Organization, Transformative Education for Healthcare Professionals Website. Available: http://whoeducationguidelines.org/content/bangladesh’s-sub-assistant-community-medical-officer.
    Global Impact: Bangladesh, Bangladesh, Bangladesh, Bangladesh, Bangladesh, Bangladesh, Bangladesh, Bangladesh, Bangladesh.

  5. Kayingo G, Ekol EJ, Ssewankambwe N, Nalugo S, Meckel M, Cobb N (). Uganda's Clinical Officers [Web]. World Health Organization Transformative Education for Professionals. Available: http://whoeducationguidelines.org/content/uganda’s-clinical-officers.
    Global Impact: Uganda, Uganda, Uganda, Uganda, Uganda, Uganda, Uganda, Uganda, Uganda.

  6. Multak N, Cobb N (). Feldshers in the Ukraine [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/feldshers-ukraine.
    Global Impact: Ukraine, Ukraine, Ukraine, Ukraine, Ukraine, Ukraine, Ukraine, Ukraine, Ukraine.

  7. Conteh A, Sumatani J, Cobb N (). Sierra Leone's Community Health Officers [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/sierra-leone’s-community-health-officers.
    Global Impact: Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone, Sierra Leone.

  8. Orfirer J, Cobb N (). Nepal's Health Assistants [Web]. World Health Organization Transformaitve Education for Health Professionals. Available: http://whoeducationguidelines.org/content/nepals-health-assistants.
    Global Impact: Nepal, Nepal, Nepal, Nepal, Nepal, Nepal, Nepal, Nepal, Nepal.

  9. Ireri K, Nganga L, Meckel M, Kayingo G, Cobb N (). Kenya's Clinical Officer [Web]. World Health Organization Transformaitve Education for Health Professionals. Available: http://whoeducationguidelines.org/content/kenya’s-clinical-officer.
    Global Impact: Kenya, Kenya, Kenya, Kenya, Kenya, Kenya, Kenya, Kenya, Kenya.

  10. Manana D, Meckel M, Cobb N (). Clinical Officers in the Republic of South Sudan [Web]. World Health Organization Transformative Education for Professionals. Available: http://whoeducationguidelines.org/content/clinical-officers-republic-south-sudan-0.
    Global Impact: Sudan, Sudan, Sudan, Sudan, Sudan, Sudan, Sudan, Sudan, Sudan.

  11. Ngcobo S, Cobb N (). Caring for Communities: Training Clinical Associates in South Africa [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/caring-communities-training-clinical-associates-south-africa.
    Global Impact: South Africa, South Africa, South Africa, South Africa, South Africa, South Africa, South Africa, South Africa, South Africa.

  12. Kollie J, Cobb N (). Liberia- where physician assistants are vital in the care of the country [Web]. World Health Organization Transformative Education for Professionals. Available: http://whoeducationguidelines.org/content/liberia-where-physician-assistants-are-vital-care-country.
    Global Impact: Liberia, Liberia, Liberia, Liberia, Liberia, Liberia, Liberia, Liberia, Liberia.

  13. Abraham EV, Cobb N (). Physician Assistants in India [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistants-india.
    Global Impact: India, India, India, India, India, India, India, India, India.

  14. Jones I, Cobb N, editor (). Physician Assistants in Canada [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistants-canada.
    Global Impact: Canada, Canada, Canada, Canada, Canada, Canada, Canada, Canada, Canada.

  15. Lusale D, Cobb N (). Zambian Associate Clinicians [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/zambian-associate-clinicians.
    Global Impact: Zambia, Zambia, Zambia, Zambia, Zambia, Zambia, Zambia, Zambia, Zambia.

  16. Meckel M, Ahmed N, Cobb N (). Physician Assistants in the Kingdom of Saudi Arabia [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistants-kingdom-saudi-arabia.
    Global Impact: Saudi Arabia, Saudi Arabia, Saudi Arabia, Saudi Arabia, Saudi Arabia, Saudi Arabia, Saudi Arabia, Saudi Arabia, Saudi Arabia.

  17. Adjase ET, Cobb N (). The Physician Assistant Profession in Ghana [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/physician-assistant-profession-ghana.
    Global Impact: Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana, Ghana.

  18. Bushiaja E, Meckel M, Cobb N (). Rwanda's Health Officers [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/rwanda's-clinical-officer.
    Global Impact: Rwanda, Rwanda, Rwanda, Rwanda, Rwanda, Rwanda, Rwanda, Rwanda, Rwanda.

  19. Tekeste S, Meckel M, Cobb N (). Ethiopia's Health Officers [Web]. World Health Organization Transformative Education for Health Professionals. Available: http://whoeducationguidelines.org/content/ethiopias's-health-officers.
    Global Impact: Ethiopia, Ethiopia, Ethiopia, Ethiopia, Ethiopia, Ethiopia, Ethiopia, Ethiopia, Ethiopia.

Awards & Honors

Fulbright-Nehru Academic and Professional Excellence Award / India, J. William Fulbright Foreign Scholarship Board, Washington DC, US India

Presentations

Cobb N. Overview of the Global Physician Assistant Workforce. The National Initiative for Allied Health Sciences Expert Taskforce Meeting, Public Health Foundation of India, Ministry of Health and Family Welfare, Amrita University, Kochi, Kerala, India India
Cobb N, Community Based Health Workforce: 'counting' the accelerated medically trained clinicians globally as connectors to the community health workers. High Level Consultation: On the creation of 2 million new community jobs by 2020 to reach the UNAIDS 90-90-90 target and accelerate progress towards the Sustainable Development Goals - Forging Collaborative Links with Professional Health Associations. Co-organized by the Joint United Nations Programme on AIDS (UNAIDS), International Association of Providers of AIDS Care, Grand Duchy of Luxemburg, NYC, NY, USA Global
Dhillon I, Chakroun B, Cobb N, Palsdottir B, Clarke D. Engaging with the Global Health Workforce Network's Education Hub Panel (Cobb: Diversity and Value of Accelerated Medically Trained Clinicians). Fourth Global Forum on Human Resources for Health: Building the Health Workforce for the Future (Side Session), Dublin, Ireland Global
Bazette L, Cobb N, Gishoma C. "Non-Communicable Diseases: A Global Concern", Panel Presentation. 7th World Healthcare Student Symposium; Towards the SDGs Agenda 2030: The Role of a Multidisciplinary Approach to Healthcare, Kigali, Rwanda Global

Service

01/01/2007 Director Ghana Clinical Service Director, School of Medicine Ghana
07/02/2012 Co-Coordinator Community Outreach Kurawura-Kuraa. In conjunction with the College of Health, Kintampo and the International Seminar we have been doing for the last 6 years we participated in our first community outreach - screening exercise. 4,500 patients served. Dental, nutrition, family planning, OPD, Derm, immunization, deworming, schistosomiasis treatment services offered. Ghana
07/01/2018 Co-Lead Technical Working Group. Global Health Workforce Network: Data and Evidence Hub - Health Workforce Education Global
07/01/2018 Member Technical Working Group. Global Health Workforce Network: Data and Evidence Hub- Methodology, Tools, Guidance and Capacity Buidling Global
06/01/2015 Member Physician Assistant Taskforce. The largest national initiative in India on standardizing and regulating of allied and health professionals. India
05/22/2017 Member Technical Working Group. Global Health Workforce Network: Education Hub Global
02/10/2017 Expert Consultant High Level Consultation: On the creation of 2 million new community jobs by 2020 to reach the UNAIDS 90-90-90 target and accelerate progress towards the Sustainable Development Goals: Forging Collaborative Links with Professional Health Associations. Co-organized by UNAIDS, International Association of Providers of AIDS Care, Grand Duchy of Luxemburg, NYC, NY Global
01/01/2018 Member Technical Working Group. Global Health Workforce Network: Data and Evidence Hub - Country Implementation Global
01/01/2015 Institutional Representative THEnet partners with health professional institutions globally focusing on socially accountable health professional education, grounded in partnering, community engagement, to increase health equity. THEnet's capacity development, research and advocacy serve to inform global health policy as well. https://thenetcommunity.org/about-us/ Global

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