They Graduate
Technically Ready.
Teach Them to
Communicate Under
Pressure Too.
Communication failure is cited in over 70 percent of sentinel events. The clinical knowledge is there. What is missing is the behavioral self-knowledge that determines how that knowledge lands in a patient room, a trauma bay, or an interprofessional handoff when the stakes are real and the room is not cooperating.
The Program That Finds TGG
Is Looking for This.
Your third-year medical student passed Step 1. They know the differential, they can present the patient clearly, and they worked hard to get here. But they are standing in a room where the attending is running direct and hot, the patient family is frightened and loud, and a nurse is signaling a concern they are not picking up on. Nobody taught that student how they are wired under that specific kind of interpersonal pressure. They have the clinical knowledge. They do not have the self-knowledge.
TGG gives every student in your program a validated behavioral map before the clinical environment tests them. The EQ-i 2.0 and DiSC Communication Mapping profile show each student exactly how they process stress, communicate under pressure, receive critical feedback, and function inside the interprofessional dynamics that determine patient outcomes.
LCME standards for MD programs, ARC-PA Standard A3.01 for PA programs, and ACEN and CCNE standards for nursing all require evidence of interprofessional communication competency and professional identity formation. TGG delivers the validated clinical instrument, the documented individual debrief, and the cohort-level data that make those competencies measurable and auditable in your program assessment portfolio.
Your graduates arrive at residency, their first PA position, or their first RN or NP role with something their peers at other programs do not have: a precise, data-grounded understanding of how they are wired when the clinical environment applies pressure. Their supervising physicians and preceptors are noticing. The handoffs are cleaner. The family conversations land better. The transition from student to practitioner is happening faster. Because they knew themselves before they arrived.
Built for the Specific
Demands of Each Program.
LCME-Aligned Medical Education
LCME standards require that medical graduates demonstrate humanistic values, professionalism, and effective communication across all clinical environments. TGG embeds EQ-i 2.0 and DiSC assessment into pre-clinical or clinical curriculum to address those requirements with a validated, documented intervention. Designed for Year 1 orientation, MS3 clinical preparation, or transition-to-residency programming.
ARC-PA Standard A3.01
ARC-PA Standard A3.01 requires PA programs to demonstrate faculty and student professional development. TGG delivers EQ-i 2.0 and DiSC assessment for the full student cohort plus faculty, creating a shared behavioral language across your program and producing documented professional development data for your accreditation self-study.
ACEN and CCNE Nursing Standards
ACEN and CCNE both require evidence that nursing graduates demonstrate effective communication and leadership in interprofessional clinical environments. TGG builds the behavioral foundation at program entry, giving nursing students a clinical self-map before their first clinical placement. Available for individual cohorts or full program integration at the BSN, MSN, and DNP levels.
Cross-Program IPE Integration
TGG's DiSC Communication Mapping creates a shared behavioral language that crosses disciplines. Medical, PA, and nursing students in a joint IPE cohort all use the same profile framework, enabling genuine interprofessional communication development with a common data foundation that produces measurable outcomes for each participating program.
The Clinical Intervention.
Not the Workshop.
Individual Assessment and Debrief
Every student completes the EQ-i 2.0 (133-item, MHS-validated) and DiSC Communication Mapping profile. Individual clinical debrief session with Dr. Thurman. Written personal summary formatted for student professional development documentation and program accreditation records.
Cohort Integration Session
A shared cohort session builds the interprofessional communication language that makes individual data clinically actionable. Students learn to apply their behavioral profiles in team-based clinical environments, high-stakes patient family interactions, and the handoff and rounding dynamics of hospital-based care.
Faculty and Residency Director Option
Clinical faculty, program directors, and residency directors receive their own EQ-i 2.0 and DiSC profiles with group integration. The result is a program culture that models the interprofessional communication it requires of students. Eligible for CME or CNE documentation where applicable.
Graduate Clinicians Who Know
How They Are Wired.
A 20-minute briefing is enough to map what a TGG partnership looks like for your medical, PA, or nursing program.