'Hotspotting,' the use of interprofessional teams to address the needs of complex patients in the community, is an approach to reduce overuse of acute care services. While the influence of interprofessional education on student attitudes, knowledge and skills relative to collaborative practice has been a focus of evaluation, research is limited on the outcomes of interprofessional student teams in the community. This qualitative study examines the experiences of students and faculty participating in the interprofessional student Hotspotting program at Thomas Jefferson University. We used purposive sampling to conduct semi-structured interviews and focus groups with 14 students and faculty advisors participating in the program during the 2017-2018 academic year. Data were analyzed using directed content analysis. Three themes emerged: 1) addressing unmet needs in a complex system, 2) beyond the classroom walls, and 3) sitting in discomfort. Findings suggest that Hotspotting is beneficial to students and promotes their understanding of the interaction between social factors and health. This study contributes to the growing body of literature documenting the positive influence of Hotspotting on student development as a member of an interprofessional team. Future research should focus on the patient's experience working with students and the sustainability of student Hotspotting.
Keywords: Student hotspotting; interprofessional education; qualitative methods.