Purpose
Medical-legal partnerships (MLPs) present a unique solution to the problem of health inequity by addressing healthcare challenges for patients through interprofessional collaboration. MLPs can bridge gaps in health care by addressing the social and structural determinants of health (SSDoH). We developed a program (Ad Law Med) to bring law and medical students together to mentor and teach pathway program high school students about health disparities.

Methods
The program was implemented over 6 months (January to June 2024). First and second-year law and medical students were selected for the program through a structured application process, a faculty review committee, and an essay explaining their interest in health equity. 30 high school students from our pathway programs were selected based on their interest in law and medicine. Program components included three 3-hour workshops and a mentorship program where high schoolers were placed in mentorship circles with law and medical school students and faculty. The themes for workshops included health equity, health law, advocacy, SSDoH, and ethics covered through case-based learning and various icebreaker and gaming activities. A post-program survey was used to assess the impact of the program on law and medical students' understanding of SSDoH, mentorship goals, and intent to practice in underserved areas.

Results
Twenty medical and 10 law school students participated in the program. 85% of post-survey respondents agreed or strongly agreed that interactions with high school students from underrepresented backgrounds increased their desire to practice in underserved areas, mentorship skills, and understanding of health disparities.

Conclusion
Interprofessional collaboration between law and medical students can significantly impact motivation to learn about SSDoH, intent to practice in underserved communities, and involvement in mentorship. Exploring medical-legal partnerships at early stages of education in law, medical, and K-12 schools is a unique and effective approach to health equity education.