Shoshana
Sicks,
EdD
Director of Curriculum & Administration
Thomas Jefferson University
Shoshana Sicks is Director of Curriculum & Administration for the Jefferson Center for Interprofessional Practice and Education (JCIPE) at Thomas Jefferson University. Her experience in higher education administration includes interprofessional education, curricular affairs, program and curriculum development and management, admissions, and student services. Her recent work focuses on higher education mergers and teamwork and communication curricular innovations. Shoshana holds an AB in Spanish from Bowdoin College, an EdM in higher education administration from Harvard University, and an EdD in higher education from the University of Pennsylvania.
Presenting at the Nexus Summit:
The Jefferson Center for Interprofessional Practice & Education (JCIPE) launched its first program, Health Mentors, in 2007 with nearly 450 students from 4 health professions. Over the last 18 years, JCIPE has expanded its offerings, now delivering 16 programs and reaching over 2,300 students from 20 health professions each year. Growth has allowed for greater flexibility and options for professions to integrate IPE into their curricula and students to voluntarily participate in co-curricular or extra-curricular interprofessional (IP) learning activities. With expansion of offerings came…
This talk will address the theme of “Advancing Interprofessional Care through Practice-Education Partnership” by describing a model of workplace learning and continuing professional development. Extension for Community Healthcare Outcomes (ECHO) is an interprofessional, workplace learning model developed to build the capacity of healthcare teams to deliver evidence-based care focusing on complex condition/s and/or underserved populations. The ECHO program supports team-based workforce development using zoom for case-based learning led by expert, interprofessional teams. Jefferson Center for…
Educators and learners volunteering to facilitate and/or participate in interprofessional education (IPE) may receive no formal recognition for their additional involvement, challenging sustainability and efficacy of activities. However, increasing evidence indicates that interprofessional collaboration is imperative to providing safe, timely, and equitable healthcare, with accreditation requirements supporting integration of IPE across health professions curricula. Faculty facilitators must be knowledgeable about and able to model the core interprofessional competencies in administering IPE…