Abstract
Introduction: Virtual interprofessional education (VIPE) presents an opportunity to develop interprofessional competencies in undergraduate medical students. This paper describes the feasibility of implementing VIPE in an undergraduate medical programme.
 Methods: A multiple-methods research design incorporating quantitative and qualitative elements was used to describe undergraduate medical students' experiences of an international VIPE intervention. Eleven universities and students in 14 different health professions participated in synchronous and asynchronous sessions. Forty-one medical students completed an online post-assessment survey, of which six volunteered to participate in a focus group discussion related to their VIPE experience. Descriptive statistics were used to evaluate the post-assessment survey, while inductive thematic analysis was applied for qualitative data.
 Results: The quantitative responses indicated an awareness of IPE competencies, such as role clarification, team functioning, interprofessional communication, person-centeredness and values and ethics. The focus group discussions supported the quantitative outcomes where the themes reflected the significance and influence of the educational programme, clarifying engagement and recommendations for the future of VIPE.
 Discussion: The findings of this study demonstrate the feasibility and value of VIPE as a reasonable alternative to face-to-face IPE. VIPE may have additional benefits such as cross-institutional and international engagement. This evaluation also provided valuable lessons for the more widespread implementation of VIPE.
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