Interprofessional Education IPE at PCOM's Philadelphia Campus
We at PCOM seek to train healthcare professionals who can provide person-centered,
interprofessional, collaborative care across the life span; driven by osteopathic
principles to optimize the wellness of the diverse population we serve.
PCOM will be a national leader in training healthcare professionals who can provide
person-centered, interprofessional, collaborative care across the life span; we are
driven by osteopathic principles to focus on patient safety, healthcare quality improvement,
and optimizing the wellness of the diverse population we serve.
In pursuit of this vision, our graduates will become competent in the following domains
through comprehensive and integrated curriculum, experiential learning, and patient
Values, ethics and social justice;
Roles and responsibilities;
Interprofessional, collaborative teamwork; and
Collaborative decision-making clinical reasoning and critical thought informed by
To intentionally develop collaborative healthcare practitioners by having them learn
from, with, and about each others’ professions in relation to optimize patient-care
that is evidence-based and in consideration of social determinants of health, professional,
ethical, and cultural considerations in holistic healthcare.
Interact with mutual respect and appreciation for others’ roles and responsibilities
to enhance the following practice areas: interprofessional and patient-provider communication
about patient care, research, and advocacy.
To establish shared values and ethical decision making and practice among healthcare
professional students toward holistic patient-centered care, best patient outcomes,
and multidisciplinary problem solving across the biopsychosocial cultural continuum
To foster relationship-building values and the identity of a teamwork approach to
patient care, community service and teaching, and clinical research for the betterment
of the populations we serve, with an emphasis on underserved and disadvantaged populations.
For students to have ongoing self-reflection on thoughts, feelings, and behaviors
that enhance or inhibit interprofessional education and practice, and commit to lifelong
learning toward ongoing awareness and openness to providing interprofessional education
and care for the betterment of the community they serve.
Stephanie H. Felgoise, PhD, ABPP Associate Dean for Academic Integration Director of Interprofessional Education - Philadelphia Campus Professor and Director, PsyD Program in Clinical Psychology Chair, Department of Clinical Psychology School of Professional and Applied Psychology
Jeff Branch, EdD, Program Chair MS in Organization Development and Leadership MS in Public Health Management and Administration MS in Non Profit Leadership and Population Health Management School of Professional and Applied Psychology
Nikki Daher, MS, PA-C Assistant Professor Department of Physician Assistant Studies School of Health Sciences
Ashley Poole, PsyD, MA, MS, LPC Assistant Professor Department of Clinical Psychology Alexis Bracy, Course Coordinator Melanie Fields, IPE Coordinator for Psychology
Students in the following programs currently participate in interprofessional education
courses at PCOM:
These courses include case reviews, seminars, medical crisis simulation, interprofessional
experiences in healthcare clinics, research review, and a full-day symposium and discussion
groups on sexual orientation and gender nonconformity.
IPE Events at PCOM
Learn about interprofessional education events at PCOM:
Felgoise SH, Branch J, Poole A, Levy L, Becker M. Interprofessional Education: Collaboration
and Learning in Action. J Am Osteopath Assoc 2019;119(9):612–619. doi: https://doi.org/10.7556/jaoa.2019.109.
PCOM’s fourth-year DO and fourth-year Clinical PsyD programs collaborated with Villanova
University M. Louise Fitzpatrick College of Nursing and their undergraduate and graduate
nursing programs to provide IPE experiences in their simulation lab surrounding the
critical care of patients with Parkinson’s Disease. (Photo credit: Villanova University
M. Louise Fitzpatrick College of Nursing)