The need for the current study is found in the lack of cohesive teams at the professional level in healthcare. Lack of teamwork in patient care can result in miscommunication, leading to medical errors and patient safety events. The use of interprofessional education early and often in health sciences education is viewed as a way to help healthcare professionals begin learning interprofessional communication and collaboration through knowledge of other professions' roles and responsibilities. The purpose of the study was to investigate the effect of simulation-based activities on health sciences students' attitudes toward interprofessional education. The study focused on four questions that looked at changes in health sciences students' attitudes towards interprofessional education using an adverse event reporting scenario: a-institution-wide; b-among the five colleges of Health Professions, Medicine, Nursing, Pharmacy, and Public Health; c-within the competencies/domains of communication, collaboration, and roles and responsibilities among the five colleges; and d-between online and in-person learning environments. The study used a quasi-experimental pre-test/post-test design with data collected using the "Interprofessional Collaborative Competencies Attainment Survey." Health sciences students' self-reported attitudes towards interprofessional education was provided by the Office of Interprofessional Education at the University of Arkansas for Medical Sciences. Results of the study showed that health sciences students' attitudes towards interprofessional education competencies improved significantly from the pre-test to post-test when looking across all colleges, by individual college, and between in-person and online learning environments. Health sciences students' attitudes towards interprofessional education also improved when looking by college at the specific domains/competencies of communication, collaboration, and roles and responsibilities. Analysis of differences between the colleges over the entire evaluation and within the three core domains/competencies showed only a few significant differences, primarily in the domain of communication. Online learning environments were statistically significant as compared to in-person environments. Simulation events like the adverse event reporting scenario studied may have the potential to improve health sciences students' attitudes toward interprofessional education. These events may also assist in helping students solidify professional identities and start building interprofessional identities as they learn about their own and other health professions in activities that promote communication and collaboration. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]