This presentation discusses the research findings related to an interprofessional faculty effort between Old Dominion University and Eastern Virginia Medical School.  The goal of this multi-university collaboration was to provide students an interprofessional experience, create a safe learning environment for students to care for those negatively affected by social determinants of health (SDH), and to provide patient-centered care that would not be accessible by this vulnerable and complex population.  The interprofessional students represented at the clinic include Medicine Residents, Medical Students, Advanced Practice Nursing students, Doctor of Nursing Practice students, Doctor of Physical Therapy students, Mental Health Counseling students, Social Work students, and their respective faculty.

Through participation in this clinic the students become aware of the patient as a whole, developing a plan to help the patient addressr the social and environmental disparities that they are facing.  Students learn from and teach one another about their professions, and then are able to demonstrate their ability to collaborate and provide excellence in care.  Patients reported that this experience in a Federally Qualified Health Center was the first time that they had ever felt cared for by the medical field.   

The research conducted focused on the student's values and perceptions of interprofessionalism using a pre and post immersion into an Interprofessional experience in a Federally Qualified Clinic with actual patients addressing SDH.  The implications from this research suggest that this mode of education improves student's perceptions on interprofessionalism and how they plan to provide care in the future.  Furthermore, this study demonstrated a new model of care that addresses the patient holistically as the patient becomes the center of the care as they are part of the care team. 

Learning Objectives: 

• Describe how to effectively to bridge-the-gap between interprofessional vision and interprofessional clinical practice using the scientific method/nursing process
• Advocate for faculty commitment, guidance, and role in an Interprofessional Student Run Clinic
• Compare and contrast interprofessionalism vs. integrated care and the need for students to have interprofessional immersion experiences
• Empower students to lead interprofessional teams using the "See, Do, Teach" approach 
• Utilize the acronym FORGES: Focus, Optimism, Respect, Guidance, Education and Strategic planning; to develop an interprofessional 'dream-team' to guide the development of interprofessional Student-Run clinics
• Discuss research outcomes related to the student's perceptions of interprofessionalism collected from the Interprofessional Socialization and Valuing Scale-9A (ISVS-9A)

Learning Strategies:

• Participants with experience a mock student-led interprofessional clinic demonstrating the structure of interprofessional Student Run clinic and the power of an interprofessional interview
• Utilizing case studies, participants will participate in problem solving activies providing opportunity for interprofessional collaboration and identification of barriers that new teams of interprofessionals may face