en آموزش پزشکی Medical Education پژوهشي اصیل Orginal Research <div style="text-align: justify;"><span style="line-height:2;"><span style="font-family:Times New Roman;"><span style="font-size:16px;"><b><span lang="FR">Background & Objective</span></b>: The COVID-19 pandemic shifted Interprofessional Education (IPE) from face-to-face to online. This transition introduced challenges and raised concerns about the achievement of IPE goals. Most studies assess students&rsquo; readiness competence through scores, limited contextual or experiential exploration in Interprofessional Online Learning (IOL). This study aims to explore the readiness competence of health students during IOL.<br> <b><span lang="FR">Materials & Methods</span></b>: This is a descriptive qualitative study that enables in-depth exploration of health students&rsquo; readiness and competence for IOL. Participants were selected through maximum-variation sampling to ensure balanced representation of genders and study programs. Data saturation was achieved with sixteen students. Data were collected through online in-depth interviews and analyzed using thematic analysis. Findings are presented in tables outlining themes, categories, and supporting quotations.<br> <b>Results</b>: Five main themes representing a continuum of competency readiness were identified. The first four themes revealed barriers indicating limited readiness: disconnected team synergy, concealed professional role clarity, burden of responsibility capability, passive engagement barrier. Despite these challenges, emerging adaptability was found as the fifth theme. It highlighted positive experiences such as enjoyment, time efficiency, and connectedness with peers, reflecting adaptive and collaborative competencies development.<br> <b>Conclusion</b>: Students&rsquo; competency readiness in IOL does not develop instantly but rather evolves through both barriers and adaptive learning experiences. Strengthening structured facilitation and reflective practice is recommended to help students transform initial challenge into a process of professional growth in community-based learning.</span></span></span><br> &nbsp;</div> interprofessional online learning, interprofessional education, readiness competence, health students, qualitative study 34 43 http://edujournal.zums.ac.ir/browse.php?a_code=A-12-3191-1&slc_lang=en&sid=1 Riska Cahyani Zahra riskacahyaniz@gmail.com 5300319475328460036534 5300319475328460036534 No School of Nursing, Faculty of Health Science, Universitas Muhammadiyah Surakarta, Surakarta, Jawa Tengah. Indonesia Enita Dewi ed172@ums.ac.id 5300319475328460036535 5300319475328460036535 Yes School of Nursing, Faculty of Health Science, Universitas Muhammadiyah Surakarta, Surakarta, Jawa Tengah. Indonesia Johari Daud Makajil joharidm@ums.edu.my 5300319475328460036536 5300319475328460036536 No Nursing Department, Faculty of Medicine and Health Sciences, Universiti Malaysia Sabah, Malaysia. Hamidah Hassan hamidah@utar.edu.my 5300319475328460036537 5300319475328460036537 No Department of Nursing, Faculty of Medicine and Health Sciences, Universiti Tunku Abdul Rahman, Selangor, Malaysia.