<![CDATA[Background: Undergraduate health professions education is often conducted separately, limiting students’ understanding of other professions and their communication, collaboration, and teamwork skills. Interprofessional Education (IPE) offers an approach to address these limitations. Objective: This study aimed to assess the achievement of IPE competencies through Problem-Based Learning (PBL) implementation at the Faculty of Medicine and Health Sciences, Jambi University. Methods: This study employed a descriptive qualitative design. Data were collected through in-depth interviews with 32 medical and nursing students from the 2021 and 2022 cohorts who had participated in IPE learning. Interview data were transcribed, triangulated, and analyzed qualitatively. Results: IPE implementation using PBL demonstrated achievements across several competencies. Ethical values and professionalism were reflected in punctuality and professional attitudes. Roles and responsibilities were demonstrated through students’ understanding of their respective tasks and professional roles. Communication competencies were evident in the accurate and appropriate exchange of information, while teamwork was reflected in active participation and collaboration. Nevertheless, implementation challenges persisted, arising from internal factors related to students and external factors, including internet connectivity issues. Conclusion: IPE implementation using PBL at the Faculty of Medicine and Health Sciences, Jambi University, demonstrated achievements in several IPE competencies, although challenges remain in supporting optimal interprofessional learning.]]>
