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‘Understanding where you’re coming from’: Discovering an [inter]professional identity through becoming a peer facilitator

The article adds to understanding of the generic literature on the benefits that peer facilitators gain from undertaking a facilitator role. It has implications for learning and teaching in terms of curriculum design and for policy with regards to employing students to take on such roles. It has particular significance for the interprofessional education community who constantly seek ways of overcoming scepticism and tokenism in implementing interprofessional education strategies. The research approach is qualitative. Data were collected through application forms, semi structured interviews and written reflections.