In Advanced Team Simulation & Fearlessness Education (TeamSAFE), building upon the Introductory TeamSAFE program, students use the framework of the national TeamSTEPPS® program and apply clinical reasoning, team-building, and communication tools to enhance patient safety in a high-fidelity simulation. Students first complete pre-work, which provides a refresher on TeamSTEPPS® skills. During each Advanced TeamSAFE workshop, interprofessional student teams simulate one scenario while practicing TeamSTEPPS® skills, with each student having the opportunity to act and to actively observe following a handoff of care mid-case.

Students work in interprofessional teams of 4-5 students and participate in 3 simulations over the course of the training session, following the patient's (Ms. Jenkins) journey with Alzheimer's disease (from diagnosis, to mild stages, to more advanced stages). In each simulation, students are assigned a different role: a patient with dementia, a caregiver, or a healthcare provider (physician, nurse practitioner, nurse, certified nursing assistant, pharmacist, physical or occupational therapist). These virtual simulations are designed to provide firsthand educational experiences to better understand the role of the patient, provider, caregiver, and observer, as well as team-based care of persons with dementia and racial disparities in dementia diagnosis and treatment.

During this in-person symposium delivered each fall on the Center City campus, approximately 250 students from several health professions discuss strategies for effective communication and managing one’s own emotions during challenging situations in healthcare environments, including working with a patient who recently received bad news. In small, interprofessional groups, students consider the case of a young patient who recently received a terminal diagnosis. Students discuss their profession’s perspective on caring for the patient, how they would approach their next interaction with the patient and their caregivers, how they would manage their own emotions related to this patient, how they would support their colleagues’ emotions related to this patient, and how interprofessional collaboration can impact care in these difficult situations. A large group discussion of this patient case allows students to hear the takeaways from other small groups. Finally, a panel of clinicians share personal stories of caring for a patient with a challenging or terminal diagnosis and managing their own emotions when caring for patients. Clinician panelists have included nurses, nurse practitioners, occupational therapists, pastoral care providers, pharmacists, physical therapists, physician assistants, speech-language pathologists, and social workers.

The Health Mentors Program (HMP) creates a unique opportunity for students to learn firsthand about what matters to people living with chronic health conditions, impairments, and/or disabilities while working in a collaborative environment with peers from multiple professions. Our Health Mentors are volunteers who share their lived experience with interprofessional teams of 5-6 Jefferson students. The HMP offers robust educational and learning opportunities where two or more professions learn about, from, and with each other to enable effective collaboration and improve health outcomes. HMP takes place over three semesters, starting in the first semester of the first year of a student’s program of study. Each semester, student teams attend an orientation, meet with their Health Mentor once, complete project-based coursework, and debrief in a small group session at the end. Total time commitment per semester is approximately 8-10 hours.

This course is offered each Fall semester to pharmacy (n~50) and previously to OT students (n~10). Every week, students asynchronously complete an online module regarding current issues in healthcare, including patient safety and error reduction, technology in healthcare, delivering bad news, substance use disorders, and more. One module, related to the patient experience, requires students to select and watch or read a memoir movie or book. Students are split into interprofessional groups and write weekly discussion board posts related to the online modules. For each discussion board, students are given a list of questions to ponder, at least one of which touches on the interprofessional aspects of the module.

In addition, students attend two in-person symposia The Substance Use Disorders (SUD) starts with a panel discussion of people lived experiences with SUD, followed by a smaller group discussion of stigma and biases and an interprofessional role play where students play the role of both the healthcare provider and a patient with SUD. In the second symposium, interprofessional student groups engage in small and large-group discussions about engaging in difficult conversations with individuals during challenging situations, including end of life, followed by a panel session with practitioners from various professions.

The Interprofessional Palliative Care Program facilitates small teams of interprofessional students learning about the importance of collaborative partnerships between all care providers to ensure access to and quality and continuity of palliative care for persons with serious illness and at the end of life. With mentorship from faculty and clinical advisors, students collaborate from January through April to learn the essential principles of palliative care. Teams work together on case-based presentations, discussions, and a scholarly presentation; complete an online didactic curriculum; and organize team meetings. There is also an opportunity to shadow a Jefferson palliative care provider.

In Introductory Team Simulation & Fearlessness Education (TeamSAFE), using the framework of the national TeamSTEPPS® program, students apply clinical reasoning, teambuilding, and communication tools to enhance patient safety in two low-fidelity simulations. Students first complete interactive pre-work, which provides an introduction to TeamSTEPPS® skills. During each Introductory TeamSAFE workshop, interprofessional study teams enact two scenarios, with each student typically acting in one simulation and actively observing another.

The Jefferson Student Interprofessional Complex Care Collaborative (J-SICCC) is a 7-month (September-April) experiential education program that facilitates teams of interprofessional students learning about the challenges faced by patients with complex health and social needs during their interactions with the U.S. healthcare system. With the guidance of their team advisors (faculty and practitioners), student teams work directly with patients to develop and implement patient-centered, collaborative interventions. J-SICCC team members play a crucial role in advocating for patients' needs with providers, assisting with care coordination and health system navigation, and accessing or connecting to essential resources for patients. To support experiential learning, students participate in interactive learning activities based on competencies in complex care and interprofessional collaboration. Students are expected to frequently reflect on their team-building skills and make adjustments as needed.

In People experiencing homelessness Interprofessional Virtual Outreach Training (PIVOT), student teams learn to better understand and meet the needs of people experiencing homelessness through virtual world simulations. The simulations take place in three different care settings and with three different cases, with students each enacting the role of provider, person experiencing homelessness, and observer. After completing the cases in the virtual world, participants can opt to join service teams at local organizations working with people experiencing homelessness for an experiential component.

This 4-hour, in-person interprofessional symposium on substance use disorders (SUD) takes place each year in the fall semester, with approximately 200 students attending. The primary goal of the symposium is to use the stories of individuals with lived experience with SUD as a catalyst to examine and dismantle our own biases and stigma related to SUD and caring for patients/clients with SUD. Following a discussion on stigma and bias, and a panel discussion delivered by people in recovery from SUD, learners discuss the use of naloxone (Narcan (R)) to reverse opioid overdose, with a focus on the psychosocial issues surrounding naloxone administration. Additionally, students participate in role plays in which they use motivational interviewing techniques to work with a patient or client (played by a peer) with SUD. Students are assigned to interprofessional small groups in order to ensure that they are able to learn about the roles & responsibilities and values & ethics of people from different professions.

Team Care Planning is an interprofessional simulation that utilizes standardized participants playing the roles of a patient and their support person. During the Black maternal health scenario, students work with Melody Brown, a 30-year-old pregnant Black woman with a history of depression and a recent preeclampsia diagnosis. After reviewing the patient’s health record and leading a pre-meeting to discuss recommendations for the patient, student teams conduct a family meeting with Melody and her partner to develop a birth plan and address any questions or concerns. Following the simulation, students debrief with faculty. They then receive feedback from the standardized participants regarding their team performance.

Team Care Planning is an interprofessional simulation that utilizes standardized patients playing a patient and their support person. During the Clinical Discharge scenario, interprofessional student teams work with Reverend Walker, a 70-year-old female who is being discharged from acute care following treatment for a stroke, and her adult child who will act as her caregiver. After reviewing the patient’s healthcare record, student teams meet to discuss recommendations for the patient’s care. They then conduct a family meeting with Reverend Walker and her caregiver to create a care plan and address any questions or concerns they may have. Following the simulation, students debrief with faculty. They then receive feedback from the standardized patients regarding their team performance.

Team Care Planning is an interprofessional simulation that utilizes standardized participants playing a patient and their support person. During the Return to Sport scenario, interprofessional student teams work with Joey Jackson, a 16-year-old high school athlete who recently had surgery to repair a torn ACL and is deciding when to return to sport, and their parent and coach. After reviewing Joey’s patient record and discussing their recommendations for the patient, student teams conduct a meeting with Joey, their parent, and coach. Following the simulation, students debrief with faculty. They then receive feedback from the standardized participants regarding their team performance.

The FORECAST (Foundations for OutReach through Experiential Child Advocacy) Child Trauma Interprofessional Education activity takes place annually and engages approximately 100 students over at least four disciplines, historically from the Community and Trauma Counseling, Occupational Therapy, Nursing, Physician Assistant and Medical programs. The Nutrition program will be joining in 2022, as students to work together to determine the best interdisciplinary course of treatment for working with child trauma case, presented in case study form.