Early-learners' expectations of and experience with IPE: A multi-institutional qualitative study

Multi-institutional qualitative studies are scarce within the interprofessional education (IPE) literature; such a report would provide comprehensive evidence for the application of interprofessional instruction among earlier learners. This investigation explored students' expectations of and barriers to introductory IPE across four institutions. Qualitative inductive content analysis was utilized to interpret students' narrative responses to assigned pre- and post-survey questions. Health science schools of four U.S. institutions at Institution A, Institution B, Institution C, and Institution D. Twenty-two percent (n = 385) of eligible participants completed both pre- and post-surveys. Nursing student participation was greatest (n = 113, 33%), followed by occupational therapy (n = 44, 13%), and physical therapy (n = 36, 10%). All other program participation was