Speech Associated Anatomy: An Interprofessional Gross Anatomy Lab

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Speech Associated Anatomy: An Interprofessional Gross Anatomy Lab

Experience Status


Approval Date Range

11/16/2016 - 5/21/2025

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

  • Didactic learning
  • 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.
  • 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

Anatomy courses provide an ideal platform for interprofessional education learning opportunities. Gross anatomy and dissection activities enable students to work together through a shared experience of understanding anatomical and physiological concepts from different perspectives. The aim of this interprofessional gross anatomy lab is to increase interprofessional collaboration early in students’ healthcare education.

This interprofessional head and neck gross anatomy lab focuses on the dissection of the pharynx, nasal cavity, pterygopalatine fossa,, and oral cavity. Interprofessional teams of students, which include first year medical students (MS1), first year graduate students enrolled in a Graduate Medical Sciences Program (GSBS), and graduate speech-language pathology students (SLP), will be assigned to each cadaver tank. During the lab, interprofessional student teams will work collaboratively to identify head and neck anatomy. For example, medical students identify structural elements to the SLP students. Together the interprofessional teams discuss the physiology of the structures, as well as deficits that occur if these structures are damaged including clinical signs and symptomatically of disease processes. The shared learning of anatomy is an innovative IPE learning activity for the two groups of students because both groups require profound knowledge of human anatomy and its role in the pathogenesis of disease

IPE Objectives:
During the collaborative gross anatomy training, the aim is to foster collaborative teamwork within an atmosphere of mutual respect and appreciation. Students are encourage and cued to approached each other without bias and learn about, from and with each other. By working as an interprofessional collaborative team, students discuss roles and responsibility within in collaborative care teams.This will be accomplished by:

1) In an interactive laboratory setting:
a) Medical students will enhance their knowledge of human anatomy by reviewing the anatomy of the head and neck with students training for a career in speech-language pathology.
b) Medical and speech-language pathology students will discuss how embryological anomalies to the head and neck can lead to physical abnormalities resulting in speech disorders such as including cleft palate and cleft lip.

2) Through these two processes, students will:
a) Expand their understanding of how medical and speech-language pathology students can learn from each other in a pre-clinical setting
b) Strengthen interprofessional communication skills
c) Apply the principles of team dynamics to enhance their knowledge of developmental anomalies that lead to speech disorders

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 - Mandatory for MS1
  • Program and/or school requirement - Clinically Oriented Anatomy is a required course for the School of Medicine. Mandatory for GMS1 students as Clinically Oriented Anatomy is a required course for this 2 year program.?
  • Voluntary basis
  • Due to scheduling conflicts this course is not mandatory for SLP

Frequency of the IPE Experience

  • 03. Quarterly
  • There are multiple times available for the SLP students to attend. This past year, there were four opportunities.

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours
  • 1-2 hours

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 04. 151 to 200
  • 190 MS1, GMS1, and Y2 SLP graduate students

    Number of students:
    Medical: 150
    GMS1: 10
    SLP graduate: 30

Target Audiences

Graduate School of Biomedical Sciences Audiences

  • Graduate Medical Sciences, MS

School of Health Professions Audiences

  • Speech-Language Pathology, MS

School of Medicine Audiences

  • MS 1

School of Nursing Audiences

School of Pharmacy Audiences

School of Population and Public Health Audiences


IPE Learning Objectives for the Experience

Values and Ethics

  • VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.

Roles and Responsibilities

  • RR03. Incorporate complementary expertise to meet health needs including the determinants of health.
  • RR02. Collaborate with others within and outside of the health system to improve health outcomes.
  • RR05. Practice cultural humility in interprofessional teamwork.


  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.

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.

Type of Learner Assessment Administered

  • Self-reflection with facilitated debrief

Formal Assessment Protocol used, if Applicable


Type of Program Evaluation Administered

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • There are space and time limitations for this IPE learning activity to be incorporated into a SOM or SLP course. However, this gross anatomy lab (Clinically Oriented Anatomy) is a 2 month long course that other students in a wide variety of professions could participate.

    Also, Dr. Van Sickle and Dr. Popp are committed to enhance the IPE components of this event and plan to incorporate these changes next year.

Provide Dedicated Funding Sources:

  • Decentralized school or program funding
  • In-kind contributions

Roles of Faculty/Staff in the IPE Experience:

  • Instructors and/or preceptors
  • Facilitators
  • The COA lab has faculty and teaching assistants who assist with the dissections and help identify structures.

    Dr. Van Sickle will prepare her SLP students to discuss clinically relevant disorders that occur when the structured identified by the medicals students are damaged.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

  • School of Medicine

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

R. Lisa Popp, PhD; IPE Coordinator for SOM
Angela Van Sickle, PhD; Planning Committee