Likert scale results
A significant main effect of program level (F(1,298) = 25.771, p < 0.001) was found where graduate students’ total RIPLS scores exceeded those from undergraduates. There was no effect of program specialization or interaction. The same pattern held for the teamwork & collaboration (F(1,298) = 20.757, p < 0.001) and positive professional identity subscales (F(1,298) = 11.876, p = 0.001). For the negative professional identity subscale, there were main effects of both program level (graduate > undergraduate, F(1,298) = 22.120, p < 0.001) and specialization (general > HPP, F(1,298) = 8.668, p = 0.003). There was a main effect of enrollment in a HPP on the roles & responsibilities subscale (HPP > general, F(1,298) = 40.111, p < 0.001) (Fig. 
Scores of the Readiness for Interprofessional Learning Scale in participants from general (G), healthcare professional (HPP), undergraduate (ugrad), and graduate programs (grad) (controlled for age and gender)