Brooke
Salzman,
MD, FNAP
Associate Provost of Interprofessional Practice and Education at Thomas Jefferson University
Thomas Jefferson University
Brooke Salzman MD is a Professor in the Department of Family and Community Medicine and in the Division of Geriatric Medicine and Palliative Care. Dr. Salzman is the Associate Provost of Interprofessional Practice and Education and Co-Director of Jefferson Center for Interprofessional Practice and Education at Thomas Jefferson University. Her clinical practice is at the Jefferson Center for Healthy Aging where she provides primary care for older adults and is the Co-Medical Director for the Memory and Aging Program.
Presenting at the Nexus Summit:
Lightning Talk Description: This presentation describes the development of a virtual reality (VR) case scenario that engages interprofessional student teams in exploring an older adult’s (Ms. K) living environment through an Escape Room to identify the 4Ms of Age-Friendly Health Systems: What Matters, Medication, Mentation and Mobility. An additional component consists of videos illustrating interactions between Ms. K. (portrayed by a simulated patient) and her care team (actual healthcare providers) providing transitional care after a recent hospitalization.
The VR case scenario is being…
Lightning Talk Description: This survey was a part of the 2022 Council of Academic Family Medicine (CAFM) Educational Research Alliance [CERA] national survey of Family Medicine (FM) Residency Program Directors (PDs) in the United States and Canada. In addition to ascertaining the value placed on integrated interprofessional education (IPE), program directors were asked about the delivery and evaluation of IPE within residency curricula as well as the presence of faculty development and institutional IPE infrastructure. The response rate of 42.18% (286/678) provided a robust sampling of…
The Health Professions Accreditors Collaborative's (HPAC) guidance document on developing quality interprofessional education (IPE) for the health professions underscores the importance of utilizing shared terminology, providing clear rationale, and intentionally and longitudinally integrating interprofessional learning activities into professional curricula. To provide a consistent method for all health professions students to receive common foundational knowledge of IPE and collaborative practice (CP), an interprofessional team at the Jefferson Center for Interprofessional Practice and…
Lightning Talk Description: This lightning talk will describe the launching of formal, centralized interprofessional education (IPE) at Clarkson University through the adaptation and implementation of Team Care Planning (TCP). TCP is a simulated clinical discharge planning meeting where students experience working in an interprofessional team to plan the discharge of a patient from the hospital. Before the simulation, students review the patient’s medical record and watch a video about the hospital stay. The simulation involves students from different health professions meeting with the…
Seminar Description: The need for intentionally structured IPE experiences with clear goals and metrics across the learning continuum has been nationally and repeatedly endorsed. The 2019 Health Professions Accreditors Collaborative (HPAC) report stresses the importance of developing and organizing quality IPE programs, including systematic institutional IPE approaches, collaboration across academic programs to scaffold learning experiences appropriate to learners’ levels, and longitudinal integration into existing professional curricula. However, challenges in designing systematic IPE…
Over the last three years, faculty and staff members of the Jefferson Center for Interprofessional Practice and Education’s Racial and Social Justice Taskforce (RSJT) have worked together to actualize the interconnectedness of interprofessional collaborative practice and the advancement of anti-racism in health education and practice. To aid in this work, the team created a curriculum self-study tool, intended to guide critical thinking and facilitate idea generation around issues of racial and social justice within and across the Center’s interprofessional education (IPE) programs. The tool…
The 4Ms (What Matters, Medications, Mobility, and Mentation) constitute a framework for caring for older adults advanced by the John A. Hartford Foundation and Institute for Healthcare Improvement to guide healthcare systems to become "Age-Friendly" to meet the needs of an aging population. This framework provides an opportunity to train healthcare students in principles of age-friendly care. The Jefferson Health Mentors Program is a required, experiential, interprofessional program that involves student teams from 11 professions who engage with a Health Mentor—a community dwelling adult with…
Lightning Talk Description: The Jefferson Student Interprofessional Complex Care Collaborative (J-SICCC), formerly known as the Student Hotspotting program, is an experiential, six-month program that pairs interprofessional teams of students with individuals in the community experiencing complex health and social needs. J-SICCC is based on the hotspotting model, developed by the Camden Coalition of Healthcare Providers. It involves the strategic use of data to direct personalized, hands-on interventions toward “high-utilizers” with the aim of improving health while reducing high utilization…