In Switzerland, healthcare is a major challenge due to an aging population and an increase of patients with chronic illness leading to growing needs for a new competency: Interprofessional Collaboration (IPC). Roles become more diversified, clinical communication is becoming more complex and consequently healthcare services are becoming too intricate to be dealt with by a single professional. It is therefore necessary to educate future professionals in IPC. The aim of this pilot-study is to evaluate 225 first-year healthcare students‘ attitude on IPC after having participated in an interprofessional education (IPE) programme in Switzerland. We used an adapted French-Canadian version of the Readiness for Interprofessional Learning Scale (RIPLS) to evaluate the readiness to interprofessional learning after an IPE programme. A pre-post research design was used to obtain a measurement of the undergraduates’ attitudes and perceptions toward IPE. Seventy-one students from different programmes completed both pre and post-tests: 50.1% nursing students (N=36), 28.2% physiotherapy students (N=20), and 21.2% radiography students (N=15). The results indicate favourable attitude to Interprofessional Learning (IPL), even before participating in the IPE programme. The student’s confidence about their future professional role after participating in the IPE programme increased (P = .000). Furthermore, students perceived less a need to acquire more knowledge and skills in comparison to other health-care students (P = .022) as they did before their participation to the IPE programme. One principal contribution is that participating in a short IPE programme (18 hours) helped the students better clarify their own and the role of other professionals which is a key competency in an interprofessional approach. The professionals’ representation of roles is central when developing IPC as those will influence the quality of any future interprofessional relationship, the quality of care and the patient’s management of care.