Reflections on an Interprofessional Mini-Series: An Interprofessional Small Group Activity

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Reflections on an Interprofessional Mini-Series: An Interprofessional Small Group Activity

Experience Status


Approval Date Range

2/2/2017 - 8/23/2024

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

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

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

Detailed Description and Purpose of the IPE Experience

Interprofessional practice and education (IPE) is an important step in advancing health professional education and has been widely endorsed as a mechanism to improve the overall quality of health care. During this interprofessional small group activity, interprofessional teams of students will view one or more episodes from an interprofessional mini-series and then participate in a guided reflection of some aspect of collaborative practice. During the required small group reflection, students will have an opportunity to actively engage with other students in their small group. In some cases, pre- and post-tests will be provided to assess student engagement and learning after viewing episodes and participating in the guided reflections.

Currently, two interprofessional mini-series have been developed at Texas Tech Health Sciences Center. Each interprofessional mini-series promotes leadership and professional development in the Interprofessional Education Collaborative (IPEC) “core” competency domains including (1) roles and responsibilities, (2) interprofessional communication, (3) values/ethics, and (4) teams and teamwork. The interprofessional mini-series serves to provide an IPE learning platform for students in preparation for collaborative care experiences on clinical rotation. The interprofessional mini-series includes high definition videos arranged in 12 individual learning episodes, as well as a single feature film. The 12 episodes depict both ideal and dramatized interprofessional and student/preceptor interactions, followed by educational commentary. Each episode is designed to include entertainment, student/preceptor scenarios, student/preceptor expert commentary, and student/preceptor learning pearls.

1. The Reason I Jump: An Interprofessional Mini-Series: This interprofessional mini-series includes the professions of occupational therapy, nursing, medicine, pharmacy, athletic training, emergency medical services, and speech-language pathology. The trailer for The Reason I Jump: An Interprofessional Mini-Series can be viewed at:
2. Change of Heart: An Interprofessional Mini-Series: This interprofessional mini-series includes the professions of nursing, pharmacy, medicine, occupational therapy, physical therapy, and speech-language pathology. The trailer for Change of Heart: An Interprofessional Mini-Series can be viewed at:

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

  • Course requirement
  • Voluntary basis

Frequency of the IPE Experience

  • 03. Quarterly
  • Occurs throughout the academic year.

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours
  • 1-3 hours depending on the number of episodes watched during the small group activity.

Campus and/or Location of the IPE Experience

  • Abilene
  • Amarillo
  • Dallas
  • Lubbock
  • Midland
  • Odessa

Average Number of Learners Participating in the IPE Experience

  • 01. up to 50
  • Varies by number of professions and small group activity. Typically students are divided into 5-8 student on an interprofessional team.

Target Audiences

Graduate School of Biomedical Sciences Audiences

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

School of Health Professions Audiences

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

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

School of Pharmacy Audiences

  • P1
  • P2
  • P3
  • P4
  • SOP Residents

School of Population and Public Health Audiences

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


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.
  • VE07. Practice trust, empathy, respect, and compassion with persons, caregivers, health professionals, and populations.

Roles and Responsibilities

  • 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.


  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C06. Use constructive feedback to connect, align, and accomplish team goals.

Teams and Teamwork

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey
  • Knowledge assessment
  • Self-reflection with facilitated debrief
  • Assessments are selected by small group facilitators and vary by session.

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

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

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated resources
  • As the mini-series have been developed, small group reflections can easily be arranged with students in multiple professions.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Small group facilitators

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • Office of Interprofessional Education
  • School of Health Professions
  • School of Medicine
  • School of Nursing
  • School of Pharmacy

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

For additional information about hosting a small group discussion, as well as obtaining copies of the facilitator's guides and video episodes, please contact:

Craig D. Cox, PharmD, FCCP, BCPS
Associate Professor, Pharmacy Practice
Vice Chair, Experiential Programs
Texas Tech University Health Sciences Center School of Pharmacy

Contact Michelle Kiser to get a IPE Learning Activity certificate to provide to interprofessional teams of students who complete the small group reflection.
Michelle Kiser, Ed.D.
Assistant Managing Director
Office of Interprofessional Education
Texas Tech University Health Sciences Center
3601 4th St | STOP 6231 | Lubbock, TX 79430-6231
806-743-9190 |