Community Health Fair: An Interprofessional Community Engagement Event

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Community Health Fair: An Interprofessional Community Engagement Event

Experience Status


Approval Date Range

10/11/2022 - 9/26/2024

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

  • Experiential and/or clinical learning
  • Service learning and/or community engagement project

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

  • Advancing health equity
  • Reducing the cost of care
  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Interprofessional collaborative care is a strategic component of many community engagement activities. Community engagement provides the opportunity for interprofessional learning, as interprofessional teams of students work side-by-side to respond to challenges faced by communities. Interprofessional community engagement activities provide students with knowledge about the community (including assets within the community), as well as allow students to develop trusting collaborative care relationships, learn about social determinants of health, be flexible, and foster a long-term commitment to staying engaged in the community. Interprofessional community engagement learning experiences also have the potential to increase students’ comfort in developing relationships with patients and families from different cultures and who have different lifestyles and socialization.

The schools of pharmacy, veterinary medicine, medicine, and nursing in Amarillo are collaborating to provide a health fair to serve the needs of homeless individuals in the community. Students from the vet school will provide physical exams and vaccines for patients' dogs. Students from the school of pharmacy, nursing, and medicine will provide health screenings and immunizations for patients. Approximately 10 students from each discipline will be involved. The goal of this learning experience is for these health professions students to work collaboratively to serve the needs of an underserved population in our community. Through this experience, they will gain a greater understanding and appreciation for each other's roles and the importance of interprofessional communication in coordinating a large community.

This interprofessional community engagement event is structured as follows:

1. Interprofessional pre-event huddle: During the huddle, students will go over team assignments, roles and responsibilities, teamwork strategies, and values/ethics related to the patient population. Students will then work together to prepare their screening booth and plan with their team.
2. Interprofessional community engagement event: Interprofessional teams of students will be stationed in various booths. Interprofessional student teams will administer a wide range of health screenings, counsel patients/families on the results of the screenings and give recommendations and information about additional resources, and provide health education related to prevention and safety.
3. Feedback and survey: Following the event, students will participate in a facilitated debrief with peer feedback and discuss reflection questions related to interprofessional practice and education.

1. Understand the roles and responsibilities of a variety of healthcare professionals participating in a community engagement event.
2. Participate as a team member in an interprofessional community engagement event.

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

  • CV credit
  • Voluntary basis

Frequency of the IPE Experience

  • 01. Annually

Duration and/or Timeline of the IPE Experience

  • 03. 4 to 5 hours

Campus and/or Location of the IPE Experience

  • Amarillo

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

School of Medicine Audiences

  • MS 1
  • MS 2
  • MS 3
  • MS 4

School of Nursing Audiences

  • Traditional BSN
  • RN to BSN

School of Pharmacy Audiences

  • P1
  • P2
  • P3
  • P4
  • SOP Residents

School of Population and Public Health Audiences


TTU School of Veterinary Medicine

IPE Learning Objectives for the Experience

Values and Ethics

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.

Roles and Responsibilities

  • RR05. Practice cultural humility in interprofessional teamwork.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR01. Include the full scope of knowledge, skills, and attitudes of team members to provide care that is person-centered, safe, cost-effective, timely, efficient, effective, and equitable.
  • 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.


  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C05. Practice active listening that encourages ideas and opinions of other team members.

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
  • Peer feedback

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

  • Planning committee feedback/evaluation

Provide Details on the Potential Sustainability of the IPE Experience

  • Engaged community partners
  • Met an identified need or gap

Provide Dedicated Funding Sources:

  • In-kind contributions
  • Endowments and gifts

Roles of Faculty/Staff in the IPE Experience:

  • Instructors and/or preceptors
  • Planning committee members
  • Mentors

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Pharmacy
  • School of Medicine
  • School of Nursing
  • TTU School of Veterinary Medicine

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

Lindsay Courtney
TTUHSC School of Pharmacy
Assistant Professor