Purpose/Hypothesis : To assess baseline student knowledge regarding other healthcare disciplines prior to engagement in an interprofessional education (IPE) seminar.Number of Subjects : 332Materials/Methods : First- year healthcare students (n=344) of the Health Sciences Center attended an introductory IPE seminar. Students, prior to the program, completed an eight-item, multiple-choice knowledge assessment of IPE and of the roles and responsibilities of various healthcare professionals.Results : Three hundred and thirty-two (96.5%) of the participants including first-year physical therapy (n=32), pharmacy (n=135), nursing (n=101), physician assistant (n=42), and public health (n=22) students completed the knowledge assessment and were included in the analysis. Student responses demonstrated that 90% were able to correctly define IPE, while only 80% accurately identified activities considered to be IPE. The roles of a pharmacist and physical therapist (DPT) were correctly identified by the majority of students (95% and 87% respectively) but only 45.5% of students could identify the unique role of a public health practitioner. Less than half (46%) of students correctly identified that NPs and physician assistants can prescribe medications; however, even fewer were able to correctly select all healthcare providers involved in administering medications in a hospital (32.2%) or monitoring for vaccine-related adverse events (14%).Conclusions : First-year DPT students were less likely to accurately identify the correct roles related to the prescription (36%) and administration (30%) of medications and to the monitoring of vaccine related adverse effects (9%).Clinical Relevance : DPT students would benefit from interprofessional education aimed at identifying roles/responsibilities that are shared between healthcare professions.