Once upon a time patients taught students interprofessional cooperation: Facilitating interprofessional education through a narrative patient engagement approach in a student driven health clinic.

Introduction: We want to present our experiences and qualitative evaluation on facilitating IPE through a narrative patient engagement approach. The IPE program is implemented in a student driven health clinic at the Metropolitan University College in Copenhagen. We wish to present our theoretical perspectives behind the narrative patient engagement approach, and the results of a qualitative evaluation of the students learning process. Background: Students from four different Bachelor Degree programs volunteer in an IPE program in a student driven health clinic. Through the last four years we have developed, tested and implemented a patient engagement narrative approach in one of the classes in the program, and the results are very good. Problem: How can you use narrative patient engagement in IPE? A case study from a student driven health clinic at the Metropolitan University College in Copenhagen. Process: We have used qualitative focusgroups and observations in the evaluation of the students learning process. Discussion: We invite the NIPNET-participants to share their experiences of IPE with different didactic approaches and in different learning settings. Findings & Conclusion: The qualitative evaluation shows that the students learn IPC through the patient engagement narrative approach in the IPE program at the student driven health clinic. The students are especially motivated by the feedback from the patients and they emphasize that they gain respect and understanding of the contributions of the different professions.