Emergency Preparedness in Communities (EPIC) Day: An Interprofessional Small Group Activity

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Emergency Preparedness in Communities (EPIC) Day: An Interprofessional Small Group Activity

Experience Status


Approval Date Range

1/15/2019 - 7/22/2024

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

  • Team-building event
  • Workshop, interactive demo, or small group activity

IPEC Core Competencies Targeted by this IPE Experience

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

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Advancing health equity
  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Various national guidelines and accreditation standards stress the importance of teaching health care professionals interprofessional education (IPE) within a population health framework. Providing an opportunity for students from clinical, research, and population health programs to learn from, with, and about each other will foster improved understanding of public health and patient safety concepts within social determinants of health and interprofessional collaboration contexts. Emergency Preparedness in Communities (EPIC) Day is designed to foster improvement in interprofessional communication and teamwork skills within a public health emergency framework with an emphasis on community resources, policy, action planning, and population health. Interprofessional teams of ~10 learners will participate in population and public health cases and small group activities with a faculty facilitator. Teams will complete the following IPE activities.

Communication and Teamwork Skill Builder & Debrief
Public Health Emergency Activity Pt 1 - Action Planning
Public Health Emergency Activity Pt 2 - Team Presentations
Debrief & Post-Assessment

Public health learning objectives:
Describe how public health emergencies impact population health outcomes.
List environmental and public health risks associated with public health emergencies.
Generate a list of ways in which health professionals can communicate and collaborate to contribute to preparedness, response, and recovery from public health emergencies.
Critically analyze team-based action plans for clinical, research, and public health professionals in public health emergencies.

Primary IPE learning objectives:
VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
C04. Promote common understanding of shared goals.
RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.
TT03. Practice team reasoning, problem-solving, and decision-making.
TT06. Reflect on self and team performance to inform and improve team effectiveness.

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
  • Program and/or school requirement

Frequency of the IPE Experience

  • 01. Annually
  • Annually in the February of the Spring semester

Duration and/or Timeline of the IPE Experience

  • 03. 4 to 5 hours
  • 10:30am to 3:30pm

Campus and/or Location of the IPE Experience

  • Abilene
  • Amarillo
  • Lubbock
  • Odessa
  • Dallas
  • Distance Education

Average Number of Learners Participating in the IPE Experience

  • 07. 401 to 750
  • ~600 students

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, MS
  • Physical Therapy, DPT
  • Medical Laboratory Science (Certificate)
  • Medical Laboratory Science (Second Degree), BS
  • Medical Laboratory Science, BS
  • Healthcare Management, BS
  • Molecular Pathology, MS
  • Occupational Therapy, OTD
  • Occupational Therapy (Post-Professional), OTD-P
  • 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

School of Medicine Audiences

  • MS 3
  • MS 1
  • MS 2
  • 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

  • P3
  • P4
  • P1
  • P2
  • SOP Residents

School of Population and Public Health Audiences

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


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.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE11. Support a workplace where differences are respected, career satisfaction is supported, and wellbeing is prioritized.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.

Roles and Responsibilities

  • 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.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR04. Differentiate each team member’s role, scope of practice, and responsibility in promoting health outcomes.


  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C04. Promote common understanding of shared goals.

Teams and Teamwork

  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • 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.
  • TT09. Operate from a shared framework that supports resiliency, well-being, safety, and efficacy.
  • TT10. Discuss organizational structures, policies, practices, resources, access to information, and timing issues that impact the effectiveness of the team.

Type of Learner Assessment Administered

  • Attitudinal and/or perceptions survey
  • Self-reflection with facilitated debrief
  • W(e) Learn Interprofessional Program Assessment

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
  • Focus group with members of target audience
  • Planning committee feedback/evaluation

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • The Office of Interprofessional Education has allocated money and staff to manage this event on an annual basis.

Provide Dedicated Funding Sources:

  • Centralized university administration funding

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • faculty will serve as small group facilitators.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • Office of Interprofessional Education

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

Renée J. Bogschutz, Ph.D., CCC-SLP
Office of Interprofessional Education
Texas Tech University Health Sciences Center
3601 4th Street | STOP 6231 | Office 3B 150J | Lubbock, Texas 79430-6231
806.743.2028 | renee.bogschutz@ttuhsc.edu