Medicine on the Move: An Interprofessional Collaborative Care Mobile Clinic

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Medicine on the Move: An Interprofessional Collaborative Care Mobile Clinic

Experience Status


Approval Date Range

10/3/2022 - 8/30/2024

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

  • Clinical observation and/or professional interview
  • Experiential and/or clinical learning
  • Service learning and/or community engagement project
  • Team-building event

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
  • Enhancing the experience of care
  • Improving patient and/or population health outcomes
  • Reducing the cost of care

Detailed Description and Purpose of the IPE Experience

The U.S. healthcare system is often described as failing to achieve optimal health outcomes while generating excessive costs for patients, payors, and society. Mobile clinics and units offer flexible and viable options for treating isolated and vulnerable groups of patients while reducing the cost of care and advancing health equity. Mobile care units also create a collaborative care solution to improve the way patients and care teams communicate and coordinate care.

Medicine on the Move is a mobile health initiative of Texas Tech University Health Sciences Center - Permian Basin. This program features two mobile units focusing on services like Community engagement, health screenings, health education, the Texas vaccines for Children program, Primary Health care, and Telemedicine clinics.

During this collaborative care experience, interprofessional education is targeted during a pre-clinic huddle and throughout the team collaborative care mobile clinic visits. The pre-clinic huddle includes introductions, a discussion of the roles and responsibilities of each profession, and a discussion of interprofessional collaborative practice. Learners have the opportunity to ask questions of other learners, licensed healthcare professionals, providers, and preceptors regarding roles and responsibilities and team-based care. Next, patients are seen by interprofessional teams and the team discusses patient recommendations from a variety of perspectives to come up with a collaborative plan of care, which is then discussed with the patient. Following the clinic, students complete a facilitated debrief to discuss team performance, roles & responsibilities, leadership, communication, and values/ethics for interprofessional care.

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

  • Certificate credit
  • CV credit
  • Voluntary basis
  • Experiential credit
  • Community service credit

Frequency of the IPE Experience

  • 06. Monthly

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours

Campus and/or Location of the IPE Experience

  • Midland
  • Odessa

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

  • Physician Assistant Studies, MPAS
  • Physical Therapy, DPT

School of Medicine Audiences

  • MS 3
  • MS 4
  • Residents

School of Nursing Audiences

  • RN to BSN
  • Veteran BSN

School of Pharmacy Audiences

School of Population and Public Health Audiences


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.
  • 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.
  • VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
  • 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.
  • 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.


  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
  • C03. Communicate clearly with authenticity and cultural humility, avoiding discipline-specific terminology.
  • C04. Promote common understanding of shared goals.
  • 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

  • TT01. Describe evidence-informed processes of team development and team practices.
  • TT03. Practice team reasoning, problem-solving, and decision-making.
  • TT04. Use shared leadership practices to support team effectiveness.
  • TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.
  • TT07. Share team accountability for outcomes.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.

Type of Learner Assessment Administered

  • Written reflection
  • 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

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • Dedicated resources
  • Engaged community partners
  • Met an identified need or gap

Provide Dedicated Funding Sources:

  • External grants

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Assessors of student learning
  • Instructors and/or preceptors

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Medicine
  • Rural and Community Engagement

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

Dijo John, Margaret Robles, Adrian Billings