Abstract
BACKGROUND: Interprofessional education (IPE) is essential for preparing healthcare students to work collaboratively. However, embedding IPE in a traditionally siloed educational framework can be a challenging process as its integration requires a shift in teaching strategies and creation of collaborative learning environments, allowing practical and meaningful interactions between students. PURPOSE: The study explored the experiences and perceptions of students regarding the implementation and effectiveness of IPE at the University of Rwanda, College of Medicine and Health Sciences. METHODS: We used qualitative descriptive exploratory design. Data were collected through focus group discussions among 31 students. Thematic analysis was conducted on the transcripts from students' narratives, organized using NVIVO version 15. RESULTS: Four overarching themes emerged from the analysis: (1) experiences of IPE in clinical settings, (2) perceived benefits of IPE, (3) structural challenges to implement IPE at UR-CMHS, and (4) proposed strategies to enhance IPE at UR-CMHS. CONCLUSION: IPE has the potential to enhance communication, reduce medical errors, and improve patient care. However, barriers such as hierarchies, workload issues, and lack of shared training hinder its effectiveness. Implementing institutional support and a dedicated IPE module at the CMHS-UR could foster a collaborative learning environment and better prepare graduates for team-based healthcare.