BACKGROUND: Interprofessional education (IPE) occurs when health professionals from diverse disciplines learn with, from and about each other. [1] In a changing healthcare system, the ways services are provided require matching changes in the training. Students should be prepared with new learning experience of IPE.Universities should determine the readiness of students for IPE by using Readiness for interprofessional learning scale (RIPLS).[2] AIMS: The aims of this paper were to present (a) the different aspects of IPE and challenges in IPE (b) the readiness for IPE by students determined in two original studies done by author and RIPLS, (c) suggested recommendations. (d) METHODS: (1) Literature search on IPE. (2) two original studies done by Author presented in brief. a. Aims: to determine the readiness for IPE. First study in medical undergraduates at (one) private and (one) public university in Malaysia. Second study among students from three Faculties of health sciences at (one) private university. b. Methods: Both studies each, were cross sectional. Convenience sampling was done in both, using Readiness for interprofessional learning scale (RIPLS). Descriptive and inferential statistics were used to analyse data.
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