CC BY 4.0 Attribution 4.0 InternationalLyles, Alison L.Scott, Marion2025-08-182025-08-182025-08-182025-04-29Lyles, A.L. and Scott, M. (2025) ‘The Evaluation of a Simulated Interprofessional Education Session Between Dietetics and Acting Students’, Journal of Human Nutrition and Dietetics, 38(4), p.e70110. Available at: https://doi.org/10.1111/jhn.70110.0952-3871https://eresearch.qmu.ac.uk/handle/20.500.12289/14367https://doi.org/10.1111/jhn.70110From Wiley via Jisc Publications RouterHistory: received 2025-04-29, ppub 2025-08-01, rev-recd 2025-08-07, accepted 2025-08-08, epub 2025-08-18Article version: VoRPublication status: PublishedFunder: The authors received no specific funding for this study.Alison Lyles - ORCID: 0009-0004-5467-2256 https://orcid.org/0009-0004-5467-2256Introduction: This paper evaluates a simulated interprofessional education (IPE) session that brought together dietetic and acting students to explore the development of communication skills and collaborative practice through role‐play consultations. Designed to foster experiential learning, the session enabled dietetics students to practice patient‐centred communication while acting students portrayed patients based on character briefs and offered feedback from a service‐user perspective. Methods: The session aimed to enhance empathy, rapport‐building, and professional adaptability across both disciplines. Evaluation data were collected via a structured questionnaire completed by 17 dietetic and 5 acting students, assessing areas including skill development, interprofessional collaboration, and session impact. Results: Results indicated high satisfaction, with 100% of participants rating the session positively and reporting gains in communication, teamwork, and understanding of interdisciplinary roles. Both groups valued the opportunity to apply their respective skills in a realistic, low‐risk setting, highlighting the benefits of including nontraditional disciplines in IPE. Recommendations for future iterations include expanding scenario diversity and providing more time for practice and feedback. Conclusion: Overall, the session was found to be an effective and engaging method of supporting communication competence and mutual learning between healthcare and performing arts students.e70110Licence for VoR version of this article: http://creativecommons.org/licenses/by/4.0/© 2025 The Author(s). Journal of Human Nutrition and Dietetics published by John Wiley & Sons Ltd on behalf of British Dietetic Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.http://creativecommons.org/licenses/by/4.0/SimulationDieteticsInterprofessional EducationPatient‐centred CareExperiential LearningCommunicationarticle2025-08-18