6 101 Interprofessional skills and motivation one year after IPE interesting to know, if their acquired competencies are carried beyond graduation into early interprofessional practice. Measuring students’ skills just after graduation could clarify this pattern. Finally, future research should focus on finding tools to measure actual interprofessional competencies of students in clinical practice. The ICCAS maybe suitable for this, but other methods can also be considered, such as a 360-degree feedback. CONCLUSIONS In this study we looked at the long-term effect of IPE on motivation for interprofessional collaboration and perceived competence for interprofessional collaborative skills. More autonomous motivation for interprofessional collaboration was associated with more interprofessional competence. The perceived growth in interprofessional collaboration competence lasted at least up to one year after the intervention, and was measurable with the ICCAS. The growth was bigger in the IPE students than in the UPE students. This finding indicates that classroom-based IPE, if offered to a sufficient extent, can contribute to interprofessional collaboration skills of nursing and medical students in the long term.
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