Professional roles and interprofessional collaboration: health, social and education programme students’ self-perceived learning outcome

Background: Interprofessional learning (IPL) research is mainly restricted to health students. The purpose of this study was to assess the IPL preparedness of students from health, social care, and teacher education programs. Methods and findings: This project comprised an exploratory cross-sectional study and online questionnaire. Of the 221 students included, the majority had learned about their own future role. In contrast, less than 20 percent had learned about other roles. Conclusions: This study suggests that teacher education and health and social care students were not equally prepared for IPL. Future research should explore how educators may balance an unequal understanding of roles among students.