Purpose/Hypothesis : Interprofessional collaboration is vital to the provision of optimal health care. However, few professional programs offer structured in-class activities which model and encourage interprofessional collaboration. In addition, relatively little is known about how interprofessional learning activities impact studentsÕ perceptions of interprofessional collaboration. The purpose of this study was to examine (1) if there was a change in physical therapy (PT) and occupational therapy (OT) studentsÕ perceptions of interdisciplinary education following participation in a collaborative education experience and (2) what students experience and learn as a result of participating in a collaborative education experience.Number of Subjects : 78 PT and OT students in the final year of a graduate programMaterials/Methods : Students participated in a three week long interprofessional learning module, which was structured around a pediatric video case study. Working collaboratively, the students reviewed the scope of practice of each profession, developed an interdisciplinary plan of care, and presented their findings to their classmates. The Interdisciplinary Education Perception Scale (IEPS) was administered to all students before and after the completion of the module. Occupational therapy students also completed reflection papers. These were analyzed qualitatively for themes to capture student reactions to the project. A paired-samples t-test was conducted to evaluate the impact of the learning module on the studentsÕ scores on the IEPS.Results : A paired samples t-test revealed a statistically significant increase in IEPS scores from pre-test (M= 86.10, SD=6.78 ) to post-test (M=90.34, SD=7.52) t(77)= -5.74, p<.0005. The eta squared statistic indicated a (.30) large effect size. Qualitative themes suggest that students learned about professional roles, appreciated the importance of communication skills and group process, and reported an increased sense of confidence with regard to their own knowledge and skills.Conclusions : The results of this study provide evidence that even a relatively brief, in-class interprofessional experience had a significant impact on studentsÕ perceptions of interprofessional education. The impact of IPE should be looked at longitudinally as students enter clinical training and the work force.Clinical Relevance : Based on these preliminary results, educators may consider adding structured interprofessional learning experiences into professional curricula.