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Interprofessional collaboration in practice (IPCP) is correlated with better patient outcomes and quality of care (World Health Organization [WHO], 2010). IPCP occurs when a partnership is formed between members of distinct professions that offer their combined expertise to patients, caregivers, and other community stakeholders to provide exceptional care (WHO, 2010). Fragmented health care systems and a silo approach to health care education where students lack exposure to other health professions serve as barriers to IPCP (Inman et al., 2016; WHO, 2010). The Institute of Medicine (IOM) (2003) and the WHO (2010) have suggested that embedding interprofessional education (IPE) into academic environments is necessary to help health care professionals develop the IPCP skills required to meet the needs of a complex and diverse patient population. IPE has been defined as occurring “when students from two or more professions learn about, from, and with each other” (WHO, 2010, p. 13). Integrating IPE in the classroom has the potential to bridge the gap between disciplines, enable the understanding of how one's professional identity “fits” with other health care disciplines, and minimize “tribalism” stemming from an undervaluing and misunderstanding of other professions (Arndt et al., 2009; Barnsteiner et al., 2007; Carlisle et al., 2004). Evidence has shown that the improved attitudes, knowledge, and communication skills acquired through IPE may result in improved collaborative practice, increased patient satisfaction, improved patient outcomes, and decreased clinical errors (Reeves et al., 2013). However, developing and implementing IPE experiences can be challenging due to scheduling difficulties, lack of faculty interest and expertise in IPE, the resource-intensive and time-consuming nature of IPE, absence of an IPE culture among faculty and students, and overcoming traditional professional boundaries and rivalries (Alberto & Herth, 2009; Barnsteiner et al., 2007; Buring et al., 2009). Interprofessional collaboration in teaching has been described as the provision of “collaborative experiences to enhance student learning” that provides an opportunity for students to be exposed to health care professionals from other disciplines (Alberto & Herth, 2009, p. 6). There is little in the literature that has discussed and/or assessed this form of teaching utilizing faculty and students from other...