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The disparities in health services are generally due to lack of communication, cooperation, and coordination on roles and responsibilities among health professionals. This situation caused the health services less qualified. Interprofessional skill does not emerge by itself, therefore an interprofessional learning is needed for students since they are in the initial education. In the transition phase before IPE was structured into the curriculum, the implementation of IPE learning was carried out through a debriefing pilot project prior to the implementation of Interprofessional PKL (Field Work Practice). The purpose of this study was to determine the difference in means value between readiness to learn and IPE knowledge among undergraduate students of Applied Bachelor Study Program of Health Polytechnic Tanjungkarang. The debriefing was administered for two days and participated by five Applied Bachelor Study Programs. The research design applied Quasi-experimental with IPE learning intervention with a problem-based learning (PBL) approach and simulation/role play. The sample of 147 participants was divided into 20 groups using a purposive sampling technique. The data collection technique was carried out using the Readiness Interprofessional Score (RIPLS) questionnaires and the questionnaires on knowledge. The data analysis was done using Mean, Standard Deviation (SD) and Paired T-Test. The results of the research showed that the initial mean value of IPE- readiness to learn before intervention was 59.40, while after intervention was 62.13 and there was a significant difference in the mean value of IPE- readiness to learn (p = 0.006). The mean value of IPE knowledge before and after the intervention was 51.19 and 74.54 and there was a significant difference in the mean value of knowledge (p = 0.011). The study program suggests to revise the curriculum so that IPE learning is carried out in a structured manner with appropriate learning methods and evaluations.