• Nadine Zeeni, Rony Zeenny, Tala Hasbini-Danawi, Nadia Asmar, Maya Bassil, Soumana Nasser, Aline Milane, Anna Farra, Maha Habre, Georges Khazen, and Nancy Hoffart.
• a Department of Natural Sciences , School of Arts and Sciences, Lebanese American University , Byblos , Lebanon.
• J Interprof Care. 2016 Jan 1; 30 (2): 165-74.

AbstractThe Lebanese American University Interprofessional Education (LAU IPE) Steps Framework consists of a five-step workshop-based series that is offered throughout the curriculum of health and social care students at an American university in Lebanon. The aim of the present study was to report students' perceptions of their readiness for interprofessional learning before and after completing the IPE steps, their evaluations of interprofessional learning outcomes, as well as their satisfaction with the learning experience as a whole. A longitudinal survey design was used: questionnaires were completed by students before IPE exposure and after each step. The results showed that before IPE exposure, students' perceptions of their readiness for interprofessional learning were generally favourable, with differences across genders (stronger professional identity in females compared to males) and across professions (higher teamwork and collaboration in pharmacy and nutrition students compared to other professions and lower patient centredness in nursing students compared to others). After participation in the IPE steps, students showed enhanced readiness for interprofessional learning and differences between genders and professions decreased. Participants were satisfied with the learning experience and assessment scores showed that all IPE learning outcomes were met. The LAU IPE Steps Framework may be of value to other interprofessional education course developers.

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