The importance of interprofessional identity (IPI) in healthcare education is increasingly acknowledged, as it aims to incorporate interprofessional competencies into students' professional identities („being interprofessional“)^1,2. This study aimed to investigate the long-term effects of interprofessional training on the IPI of midwifery students. During the winter semester of 2022/23, a four-hour interprofessional training session was held, where 24 first-semester midwifery students (all female, mean age = 21 ± 2 years) and 18 second-semester medical students (17 female, 20 ± 1 years) at the Westfälische Wilhelms-University in Germany collaborated in interprofessional tandems. They assigned themselves unique names and competed against one another by completing eight stations of anatomical case studies, playing "hormone memory," and engaging in discussions on embryology models, among other tasks. The students were in charge of task allocation and documentation, and the training concluded with a meal where they networked and shared their healthcare experiences. After three months, the long-term effects of the training on IPI were evaluated using the Interprofessional Socialization and Valuing Scale (ISVS, α = .67) and other intergroup contact-related items³. The control variable, professional identity, was measured using the Professional Identity Scale (MCPIS, α = .73), along with a written essay. While qualitative and quantitative data analysis is still pending, preliminary data suggest that the training had positive long-term effects on the midwifery students' IPI. Overall, this study is the first to demonstrate that brief interprofessional training sessions have long-term effects on the integration of interprofessionalism into the professional identity of midwives , providing resource-friendly opportunities for comprehensive implementation of interprofessional teaching activities into midwifery curricula.