Purpose/Hypothesis: TeamSTEPPS (Team Strategies and Tools to Enhance Performance and Patient Safety) was developed by AHRQ and the Department of Defense to improve patient safety by guiding health care organizations’ efforts to increase collaboration and communication. In 2015, a fall-semester interprofessional (IPE) simulation curriculum for seven health profession programs was established. The curriculum follows two geriatric patients through transitions of care over a year of their life. Communication challenges are embedded throughout the simulated experiences for learners to display collaborative care with their colleagues, the patient, and family members. Although these communication and teamwork opportunities are embedded, it is rare that the learners communicate optimally which may be from few opportunities to practice in IPE or simulated setting prior to this experience. The objectives of this study are to train students in TTS (targeted teamwork strategies) and TeamSTEPPS to determine if there is an improvement in communication, leadership, situation mentoring, and mutual support in the simulation experience as well as determine if there is a change in their knowledge, attitude and skills regarding team based care. Number of Subjects: 28 Materials and Methods: 28 interprofessional healthcare students (OT, PT, Pharm, PA, Chiro, Dietetics and Nursing) volunteered to become trained in TeamSTEPPS and participate in targeted team strategies prior to participating in the interprofessional simulation experience, this research group was selected and compared to a random selection of 28 students (control group) with equal numbers of types of health professional students, who were not trained in TeamSTEPPS or targeted team strategies but did participate in the same interprofessional simulation curriculum. The TeamSTEPPS training was delivered via on line training for a total of 8 hours. The targeted team strategies was delivered in two hours in person within interprofessional groups. Video tape analysis was completed for the four hour interprofessional simulation experience that both groups participated in. In addition pre and post surveys were administered to the research group to measure a change in knowledge, attitude and skills about team based care. Results: A statistically significant difference in the pre/post survey was seen with the research group for: the benefits of interprofessional education (IPE); the benefits of implementing TeamSTEPPS; the importance of a shared mental model in a team; interprofessional communication skills; and team leader use of briefs and huddles. In addition their was a significant difference in the number of occasions team strategies were employed during the interprofessional simulation in the research group compared to the control group. Conclusions: TeamSTEPPS training with targeted team strategies are effective tools to incorporate into IPE experiences to improve communication, teamwork, and shared mental models within a healthcare team which may improve patient outcomes. Clinical Relevance: Improvements in team based care through TeamSTEPPS training can impact upon communication and collaboration and ultimately improve patient outcomes and avoid errors.