Iranian Journal of Nursing and Midwifery Research1735-9066226201711064978ENCollege of Nursing and Public Health, Department of Mental Health, Family, and Community Systems, Adelphi University,New York, USADepartment of Communication Sciences and Disorders, Adelphi University, New York, USA2017110620171106<p><strong>Background: </strong>Despite the complexity of patient care and promise of interprofessional collaboration in health professional educational programs, interprofessional education and practice implementation challenges exist.</p><p><strong>Materials and Methods: </strong>A pilot study with a nonequivalent comparison before/ after design was conducted to examine undergraduate students’ and graduate students’ knowledge of the role of nurses and speech‑language pathologists (SLPs) while working with patients diagnosed with dysphagia. All students received pre‑ and post‑tests assessing their knowledge of the respective profession.</p><p><strong>Results: </strong>A repeated measure of analysis of variance using pre‑ and post‑tests by group design revealed a strong and statistically significant main effect from pre‑ to post‑testing, [<em>F </em>(1, 19) = 17.42, <em>p </em>= 0.001, and partial <em>h</em><em>2 </em>= 0.48].</p><strong>Conclusions: </strong>The results indicated that students received higher scores on post‑tests. This study reinforces the importance of collaboration of healthcare professionals during their professional coursework.http://ijnmr.mui.ac.ir/index.php/ijnmr/article/view/1501http://ijnmr.mui.ac.ir/index.php/ijnmr/article/download/1501/1199