Christina J. Phillips MSN DNP, and Stephen Jernigan PT PhD Assessing Attitudes Before and After an Interprofessional Clinical Experience Jana K. Zaudke MD, Heidi Chumley MD, John Delzell MD, Tony Paolo PhD, Jim Kleoppel PharmD, Sarah P. Shrader PharmD, Christina J. Phillips MSN DNP, and Stephen Jernigan PT PhD BACKGROUND THE INTERPROFESSIONAL TEACHING CLINIC METHODS AND MEASUREMENTS TOOLS RESULTS: RESPONSE RATE RESULTS:SURVEY Pre and post-survey data were collected on participating 3rd year School of Medicine, Nursing, Pharmacy and Health Professions students using the RIPLS. This survey has been validated. The RIPLS is a 23-item survey comprised of 3 subscales using a 5-point Likert scale. The students were asked to indicate the degree to which they agree or disagree with the statements. Teamwork and Collaboration Subscale Shared learning will help me understand my own limitations. Sense of Professional Identity Subscale The function of nurses and therapists is mainly to provide support for doctors. Patient-centeredness Subscale Establishing trust with my patients is important to me. The mean score per subscale was reported and used for analysis of variance. Higher scores indicate more favorable attitudes. Negatively stated items were reverse coded. Paired t-tests were used to compare the pre- and post-test results. Significant differences in teamwork emerged for Medicine. In the spring of 2011, two national reports recommended establishing interprofessional education competencies. In one report, the Association of American Medical Colleges joined five other national health professions associations in recommending these competencies. Interprofessional education “involves shared learning among students from two or more health professions.” Proponents claim that we can transform our health care system if we move to a training model that values a team approach and places the patient central to health care delivery. Nursing was significantly different from Medicine on pre-test Professional Identity scores. Nursing was significantly different from Medicine on post-test Teamwork and Patient-centeredness scores. In the fall of 2011, the Interprofessional Teaching Clinic (IPTC) was established in partnership with Schools of Medicine, Nursing, Pharmacy, and Health Professions. Patient care is provided by interprofessional teams consisting of senior School of Medicine, Nursing and Pharmacy students.  Students from the School of Health Professions participate as their schedule permits. KU School of Law students participate by case consultation. RESULTS RESULTS: SURVEY HYPOTHESES Significant differences emerged for all respondents within all subscales. There was a total of 134 students from Medicine, Nursing, Pharmacy, and Health Professions who participated in the IPTC during Fall 2012-Spring 2013. The response rate of those who completed both pre- and post-tests (N=96) was 71%. The proportions of those that completed pre- and post-tests were similar to the total proportions for each school, suggesting adequate school representation for the sample. The sample was distributed equally by sex and by those who had had previous health care experience. Pre-test responses will differ across profession. Medical students will rate teamwork and collaboration as less important (as evidenced by lower scores on RIPLS) when compared to other professional student groups. Post-test responses on the RIPLS will be higher than pre-test responses for each professional student group. CONCLUSIONS Exposure to interprofessional practice significantly enhanced student attitudes toward teamwork, patient-centeredness and the contribution of other health professionals to the team.