Purpose of Presentation: The purpose of this presentation will be to present a new model of interprofessional education.

Background/Significance: A new model of interprofessional education, identified as the Interprofessional Model for Teaching Responsible Client-Centered Practice (IMTRCP), was developed by a group of faculty from varying health profession programs. The model derives from sharing ideas of different models and approaches from our own unique professions as well as adding the perspective of higher education in the text A New Agenda for Higher Education: Shaping a Life of the Mind for Practice (Sullivan & Rosin, 2008). The model was designed to increase students' understanding of the roles and expertise of the various health professions and to foster client - centered practice.

Methodology: A pilot interprofessional educational workshop was held that incorporated 4 students each from the professions of nursing, occupational therapy, physician assistants, and social work. Four learning activities, Cafe Conversations, case studies, and a small and large group debriefing exercise were developed. Students rotated through four stations representing the four concepts of the IMTRCP model. Each student completed demographic information, a pre and post workshop survey using the Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS). In addition, qualitative data were obtained during the cafe conversations (prior to the interactions), the two debriefing exercises, and to seven general evaluation questions.

Results: Based on paired t-test results (N=16), 10 items from the RIPLS and 3 from the IEPS changed significantly from the pre workshop surveys compared to the post workshop surveys. Significant items from the RIPLS and IEPS supported all the model concepts except communities of different professions. Individualized open coding, combined axial and selective coding were done with 3team members to derive the qualitative themes. The five themes, moral/ethical, role issues, competencies, client - centered care and shared internalized values, supported the model more completely as communities of different professions emerged from the responses.

Conclusion: The quantitative and qualitative data both support the IMTRCP model. The Workshop served as a way for students to understand the value of other professions and the team approach to client centered care.