Purpose/Hypothesis : Interprofessional collaboration and the ability to function effectively as a member of a team are of paramount importance in order for practitioners to be successful in todayÕs dynamic healthcare environment. The need for healthcare professionals to be innovative and think creatively is also necessary. An international learning opportunity further enriches an experience by increasing the studentsÕ cultural sensitivity and ability to work with diverse populations. A course was created, ÒInnovation and Entrepreneurship: Change Agents in Health CareÓ, to address these objectives. While there is literature demonstrating the benefits of interprofessional education, there is a paucity of evidence investigating the benefits to the learners in international interprofessional models. This study will retrospectively assess student outcomes from this course.Number of Subjects : Total=50; 23 in 2011 and 27 in 2012Materials/Methods : All students accepted into the International Innovation Project for 2011 or 2012 were included. All participants were students in entry-level professional education courses in one of the four institutions: MGH Institute of Health Professions, Seton Hall University, Metropolia University of Applied Sciences and Metropolitan University College. All students were volunteers from their respective programs. Weekly formative and a summative assessment surveys were collected during the course each year. Surveys were constructed to solicit student feedback in order to assess the perceived quality of the course experience across several parameters. The surveys were created by the coordinators of the course and were administered on paper (2011) and online (2012).Results : The trends of the responses in 2011 and 2012 were similar. The formative survey displayed that students rated their teamwork/collaboration highly in the first and last weeks. During the middle weeks the students had less favorable perceptions. The summative survey saw improvements in the studentsÕ perceptions in the constructs measuring collaboration, project management, multidisciplinary teamwork, professional growth, innovative thinking, research and development, and willingness to work on an international project.Conclusions : The formative survey results mirror the curriculum in this course. The students are highly motivated in the first week and at the completion of the project in the final week.. During the ensuing 3-4 weeks, their collaboration skills are challenged while employing the innovative process, which is reflected in their perception scores. The summative survey results show the studentsÕ perceptions improving in all constructs, underscoring the benefits of this project.Clinical Relevance : Despite a biased sample of motivated students eager to participate in this course, the results indicate that participants have improvements in their teamwork and collaboration skills as a result of this interprofessional, international project.