Purpose/Hypothesis : There is a growing drive to incorporate Interprofessional Education (IPE) as a teaching strategy for health profession students during their formative professional education. An IPE event was conducted to assess studentsÕ attitudes toward the effects of an IPE intervention, interprofessional collaboration, and understanding the roles of various health professions.Number of Subjects : 380 first-year students from MSBS, MSA, DO, DPM, DPT, and PA professional programsMaterials/Methods : The study was conducted in three phases and included completion of pre- and post-surveys. Phase I consisted of subjects investigating their future scopes of practice. Phase II involved a 4-hour IPE Day with an introduction to IPE concepts and competencies and a video about patient safety. Phase III entailed small group discussions of scopes of practice and discussions of a clinical case.Results : Pre- and post-survey responses were matched for statistical analyses and responses to individual questions by all participants were averaged. Responses were compared between pre- and post-IPE Day surveys and between 2011 and 2012. Data are SEM. Statistical analyses were performed using unpaired StudentÕs T test. Statistical significance was set at p < 0.05. The results determined that the majority of participants did not have prior knowledge or practical experience in the area of interprofessional education. Following the program, there was a large increase in the number responses to ÒI can explain the concept of IPE.Ó A significant increase (35%) was determined by the participantsÕ perception of IPE following the IPE Day event. ParticipantsÕ attitudes to the question that ÒClinical problem solving skills should only be learned with students from my own professionÓ demonstrated an increase of 59%. These changes were consistent with the changes in the overall perception of IPE as a result of the activity.Conclusions : There were large statistical differences before and after IPE Day in all groups of student participants in their understanding of not only the IPE concept, but also in understanding the roles of different health professions. Substantial improvement was observed in the participantsÕ understanding of the scopes of practice of the different professions. From a qualitative perspective, the organizers received overwhelmingly positive comments from participants regarding the event.Clinical Relevance : This paradigm can be used to promote early exposure and practice of IPE during health care career training. The study features an approach to incorporate an institutionÕs values into an event that also promotes awareness and effectiveness of interprofessional education with case-based collaboration. This IPE event was an effective teaching strategy designed to facilitate teamwork and the development of new knowledge and attitudes that align with the interprofessional educational competencies set forth in the ÒCore Competencies for Interprofessional Collaborative PracticeÓ report developed by the Interprofessional Education Collaborative in 2011.