Future Healthcare Professionals' Experience Trauma Drama: An Interprofessional Small Group Activity

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Future Healthcare Professionals' Experience Trauma Drama: An Interprofessional Small Group Activity

Experience Status


Approval Date Range

11/1/2023 - 11/1/2024

Criteria for Registering the IPE Experience

  • Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.
  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.

Type of IPE Experience

  • Workshop, interactive demo, or small group activity

IPEC Core Competencies Targeted by this IPE Experience

  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.
  • Values and Ethics: Work with team members to maintain a climate of shared values, ethical conduct, and mutual respect.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes
  • Enhancing the experience of care
  • Improving care team well-being

Detailed Description and Purpose of the IPE Experience

The Trauma Drama is a dynamic and innovative Interprofessional Education (IPE) activity designed to foster collaboration among various health professions. As a key component of Interprofessional practice, the Trauma Drama brings together students from the fields of research, medicine, nursing, pharmacy, health professions, and population and public health to collaboratively write a script and develop a play focused on the delivery of team-based care. This unique initiative is featured as part of the Future Healthcare Professionals' Experience (FHPE), an annual event hosted by the TTUHSC Office of Student Life. Prior to writing the play, the interprofessional team of learners engages in a briefing session where they discuss the play's purpose, the role of team-based care, and the importance of teamwork not only in portraying roles but also in the play's creation and practice. Guided by mentors, the teams then write, rehearse, and refine the drama. The culmination is a live performance for high school students. Post-performance, the team of learners participates in a facilitated debrief, exploring the Interprofessional Education Collaborative (IPEC) Core Competencies, reflecting on team engagement, and contemplating how this experience might reshape future collaborations. To measure the impact of the Trauma Drama, learners complete a standardized tool gauging their perceptions of Interprofessional Education, ensuring a comprehensive evaluation of the activity's efficacy in promoting collaborative practice.

Level of IPE Integration

  • 2. Immersion Level: Consists of development learning activities that provide learners with the opportunity to learn about, with, and from other professional learners in an active learning situation where they are applying learning during the activity. The desired outcome for activities offered at the immersion level is that learners will develop critical thinking skills as part of an interprofessional view that incorporates multiple perspectives and acknowledges and encourages diversity in providing quality health and human services.

Attendance or Participation in the IPE Experience

  • Voluntary basis
  • Portfolio credit

Frequency of the IPE Experience

  • 01. Annually
  • Students meet twice a month for 3 months in the Spring to rehearse for the trauma drama which is held annually.

Duration and/or Timeline of the IPE Experience

  • 05. 8 to 10 hours
  • 1-hour rehearsals every 2 weeks for 3 months plus the brief, debrief, and performance.

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50

Target Audiences

Graduate School of Biomedical Sciences Audiences

  • Biomedical Sciences, MS
  • Biomedical Sciences, PhD
  • Biotechnology, MS
  • Graduate Medical Sciences, MS
  • Pharmaceutical Sciences, MS
  • Pharmaceutical Sciences, PhD

School of Health Professions Audiences

  • Addiction Counseling, MS
  • Athletic Training, MAT
  • Audiology, AuD
  • Clinical Mental Health Counseling, MS
  • Clinical Rehabilitation Counseling, MS
  • Healthcare Administration (Certificate)
  • Healthcare Administration, MS
  • Healthcare Management, BS
  • Medical Laboratory Science (Certificate)
  • Medical Laboratory Science (Second Degree), BS
  • Medical Laboratory Science, BS
  • Molecular Pathology, MS
  • Occupational Therapy (Post-Professional), OTD-P
  • Occupational Therapy, OTD
  • Physical Therapy, DPT
  • Physician Assistant Studies, MPAS
  • Rehabilitation Science, PhD
  • Rehabilitation Science, ScD
  • Speech, Language, and Hearing Sciences (Second Degree), BS
  • Speech, Language, and Hearing Sciences, BS
  • Speech-Language Pathology, MS

School of Medicine Audiences

  • MS 1
  • MS 2
  • MS 3
  • MS 4

School of Nursing Audiences

  • RN to BSN
  • Traditional BSN
  • Doctor of Nursing Practice
  • Graduate MSN
  • Second Degree BSN
  • Veteran BSN

School of Pharmacy Audiences

  • P1
  • P2
  • P3
  • P4

School of Population and Public Health Audiences

  • Public Health, MPH Online
  • Public Health, Certificate
  • Public Health, MPH Traditional


IPE Learning Objectives for the Experience

Values and Ethics

  • VE04. Value diversity, identities, cultures, and differences.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE11. Support a workplace where differences are respected, career satisfaction is supported, and wellbeing is prioritized.
  • VE10. Contribute to a just culture that fosters self-fulfillment, collegiality, and civility across the team.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.

Roles and Responsibilities

  • RR05. Practice cultural humility in interprofessional teamwork.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.


  • C01. Communicate one’s roles and responsibilities clearly.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C04. Promote common understanding of shared goals.

Teams and Teamwork

  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT07. Share team accountability for outcomes.

Type of Learner Assessment Administered

  • Self-reflection with facilitated debrief
  • Formative assessment
  • Peer feedback

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from learners
  • Satisfaction survey results
  • Planning committee feedback/evaluation

Provide Details on the Potential Sustainability of the IPE Experience

  • Incentives available for learner and/or faculty participation

Provide Dedicated Funding Sources:

  • In-kind contributions
  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Leadership team members
  • Planning committee members

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • TTUHSC Student Life

Contact Person(s) and Contact Information for the IPE Experience

Doris Hereford
TTUHSC Student Life
Asst. Director