Background and purpose: Students from different health disciplines should learn together during certain periods of their education to acquire skills necessary for solving the health problems. The Faculty of Health Sciences of the University of Witwatersrand created inter-professional education (IPE) activities for students to assess clinical IPE groups’ perceptions of IPE experiences and to identify lessons learnt during IPE sessions.

Methods: This was a qualitative study with review of the students’ post IPE feedback forms. The students were granted ‘protected time’ of three full days over a period of two months to participate in IPE activities.

Findings: Most students felt that knowledge about health team members was gained and that IPE groups should have more than one person from each field with the same level of clinical exposure. The students indicated the need to have regular IPE activities and if possible to incorporate this into clinical practice for them to experience it in daily clinical practice.

Conclusion: Participating in the IPE activity made students gain appreciation and respect for other health professionals' roles and scope. When student groups are big, patient observations can be done as this does not compromise IPE learning outcomes. Group composition should be kept in mind to cater for the learning needs of all students. If it is not possible to meet the needs of all professions, smaller groups with professions applicable to case can be created.

Keywords: Inter-professional education, Inter-professional learning, Perceptions, Experiences