Interprofessional collaboration (IPC) optimizes patient care by combining diverse expertise. Although interprofessional education (IPE) supports IPC, underreporting of key IPE components may limit its implementation in higher education. The purpose of this paper was to describe the experience of implementing an IPE course and explore the perceptions of the participating students and faculty tutors. The course was based on problem-based learning (PBL) using patient-centered learning (PCL). Peer feedback was crucial to the learning process. A qualitative-ethnographic study was conducted involving 88 students from five professions within the Faculty of Medical and Health Sciences who enrolled in the course. Data were collected using focus groups and semi-structured individual interviews (45 students and 17 tutors), as well as direct observations (36 students and eight tutors). Data analysis was conducted manually by the research team without the use of qualitative data analysis software. Students and tutors found the new course innovative and effective in preparing healthcare students for future collaboration. The strong focus on feedback distinguished it from traditional IPE courses. Due to its successful implementation, the course has become mandatory for all students.
Bar et al. (Sun,) studied this question.