| Sumario: | Interprofessional peer-to-peer (IP-P2P) pedagogy involves students from different health care disciplines with no formal teaching experience teaching peers with a similar education level. Students learn with, from, and about each other. This study assessed changes in dental hygiene students' knowledge, skills, and perceptions of nutrition education before and after implementation of an IP-P2P educational model at The University of British Columbia (UBC). A pre/post study design examined changes in students' knowledge, skills, and perceptions from baseline traditional lecture-style classes (2019-2020) to post-implementation of phases 1 (2020-2021) and 2 (2021-2022) of a new technology-enhanced blended IP-P2P curriculum. Phase 1 included viewing, discussing, and assessing nutrition knowledge using video-based case studies online; phase 2 added a P2P component to the video-based cases. UBC's Behavioural Research Ethics Board (H20-00358) approved this project. A 5-point Likert scale was used in the baseline (n = 23) and phase 1 (n = 25) surveys that showed a range of responses to 15 variables, including dental hygiene students' working knowledge of nutrition, attitudes towards peer-to-peer education, and ability to work on interdisciplinary health care teams. The statements in phase 1 with highest agreement were as follows: I had to prepare for class to be successful (p = 0.006); Teaching and learning methods promoted understanding and application of key concepts (p = 0.042); and Course work facilitated critical thinking and problem solving (p = 0.001). In phase 2, all respondents reported positively to the IP- P2P component added to the curriculum. Open-ended comments from all 3 years of students recommended more opportunities for case discussions and interactions in the IP-P2P component to better understand scopes of practice. Students' responses indicated the blended curriculum improved student outcomes while retaining interest in both online and classroom settings. The addition of the IP-P2P model encouraged interprofessional collaboration among health care students while developing their problem-solving skills.
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