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Interprofessional education (IPE) is widely endorsed as the gateway to enhanced collaborative patient care. When students from two or more professions learn about, from, and with one another in joint learning activities, interdisciplinary perceptions and attitudes improve and collaborative knowledge and skills increase.1 In turn, such early and structured immersion into overlapping and complementary patient care roles is intended to facilitate the shared decision-making these students can expect as part of teams in their future careers.2

Should scholar be the new interprofessional competency?