Conclusion
This study harnessed the numeric and generalizable strengths of Likert scales, alongside the subjective and psychologically grounded perspectives emerging from Q-methodology, to characterize first year health science students’ readiness for IPE and their unique understanding around the benefits of IPE. Overall, students demonstrated high levels of IPE readiness upon entry to their program, with graduate students’ readiness exceeding that of their undergraduate counterparts. Further, the needs and values of students shift from being self-focussed to patient centered as they progress from undergraduate to graduate level, and general to specialized programs. Together, this information both underscores the need to develop and administer targeted IPE initiatives to support varying levels of students throughout their academic programs, but also provides actionable insight into which strategies and targets may be most successful and for whom.