Resiliency in Interprofessional Teamwork: An Interprofessional Virtual Small-Group Activity

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Resiliency in Interprofessional Teamwork: An Interprofessional Virtual Small-Group Activity

Experience Status


Approval Date Range

2/6/2023 - 1/7/2025

Registration Details for Learners

Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Opportunities to learn about, from, and with one another.
  • Significant interactivity between participants.
  • 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.

Type of IPE Experience

  • Workshop, interactive demo, or small group activity
  • Case-based and/or problem-based learning

IPEC Core Competencies Targeted by this IPE Experience

  • 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.
  • 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.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving care team well-being

Detailed Description and Purpose of the IPE Experience

Burnout in healthcare and healthcare education is an epidemic that has been linked to numerous devastating outcomes for learners, professionals, and patients. Many national healthcare organizations have stated that teamwork and mutual support are critical to improving resilience and well-being. Therefore, supporting and building the resiliency and well-being of teams is essential. It benefits not only the individual members of those teams but also those who are served by and engaged with the team. Additionally, as interprofessional teams are becoming increasingly important in health care delivery, the benefits of interprofessional collaboration are becoming more apparent and can lead to improved morale, decreased burnout, and increased patient safety. The purpose of this virtual IPE small group event is to discuss and reflect on the reciprocal relationship between teamwork and individual/team resiliency. Interprofessional small groups will also discuss team and individual strategies/tools to build resiliency, which is necessary to prevent burnout.

Interprofessional education and collaborative practice will be addressed throughout the event. Event outline includes:
1. Event Brief
2. Keynote presentation - resiliency and teamwork topics
3. Interprofessional small group discussion – interprofessional teams of 10-12 learners will discuss resiliency and teamwork from a list of group discussion questions. Students will then develop a list of at least 5 team/individual resilience goals and strategies/tools to reach each goal.
4. Facilitated debrief – interprofessional teams will complete a facilitated debrief to reflect on learning objectives and team functioning.
5. Learner assessment – learners will complete a post-event survey.

Student learning objectives for this event include:
• Identify areas of personal strength and opportunities for growth.
• Identify and discuss factors that contribute to improved resilience and emotional wellness that benefit individual and team performance.
• Discuss teamwork and accountability and share how teams can support each other while ensuring high standards of patient care.
• Reflect on values that inspire high standards of professional and ethical behavior as it relates to emotional wellness in individuals and teams.

Level of IPE Integration

  • 1. Foundations Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.

Attendance or Participation in the IPE Experience

  • Certificate credit
  • Portfolio credit
  • CV credit
  • Program and/or school requirement
  • Voluntary basis

Frequency of the IPE Experience

  • 01. Annually
  • Annual virtual IPE learning activity in the summer semester

Duration and/or Timeline of the IPE Experience

  • 03. 4 to 5 hours
  • 2.25 hr virtual event

Campus and/or Location of the IPE Experience

  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 06. 301 to 400
  • 250-350 learners from across TTUHSC per virtual event

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

School of Medicine Audiences

  • MS 1
  • MS 2
  • MS 3
  • MS 4
  • Residents

School of Nursing Audiences

  • Doctor of Nursing Practice
  • Graduate MSN
  • Post-Master’s/Advanced Practice
  • RN to BSN
  • Second Degree BSN
  • Traditional BSN
  • Veteran BSN

School of Pharmacy Audiences

  • P1
  • P2
  • P3
  • P4
  • SOP Residents

School of Population and Public Health Audiences

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


IPE Learning Objectives for the Experience

Values and Ethics

  • VE04. Value diversity, identities, cultures, and differences.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE10. Contribute to a just culture that fosters self-fulfillment, collegiality, and civility across the team.
  • VE11. Support a workplace where differences are respected, career satisfaction is supported, and wellbeing is prioritized.

Roles and Responsibilities

  • RR05. Practice cultural humility in interprofessional teamwork.


  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.
  • C07. Examine one’s position, power, role, unique experience, expertise, and culture towards improving communication and managing conflicts.

Teams and Teamwork

  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT07. Share team accountability for outcomes.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey
  • Self-reflection with facilitated debrief

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners
  • Facilitated debrief with planning committee
  • Planning committee feedback/evaluation

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Met an identified need or gap
  • Dedicated resources
  • Integrated into a course and/or experiential rotation requirements
  • This event is supported by the TTUHSC Office of Interprofessional Education and the QEP Implementation Committee. Virtual IPE events are critical for the large population of distance education learners at TTUHSC.

Provide Dedicated Funding Sources:

  • Centralized university administration funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Planning committee members
  • Faculty and staff participate on planning committees and facilitate small groups.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • Office of Interprofessional Education
  • QEP Committee

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

Michelle Kiser
AssistManaging Director
Office of Interprofessional Education
Office of Interprofessional Education
Texas Tech University Health Sciences Center