OBJECTIVES: To evaluate the knowledge change among medical, pharmacy, and nurse practitioner students after attending a drug-drug interaction (DDI) educational program. METHODS: Students were given a DDI knowledge assessment containing 15 drug pairs. They were asked to assess each drug pair and select the corresponding appropriate management strategy. Following the knowledge assessment, students attended a 45-minute training program during which all 15 drug pairs were addressed. The first outcome of interest was “Management Strategy,” where students were given credit only if they selected the correct management strategy. Actions included “Avoid Combination,” “Usually Avoid Combination,” “Take Precautions,” “No Special Precautions.” An additional option of “Not Sure” was offered to prevent guessing. The second outcome of interest was “DDI Recognition,” where students were given credit for an item if they identified a DDI. An answer of any interaction indication for a non-interacting pair was considered incorrect for both analyses. Due to the skewed distributions of the data, nonparametric Freidman tests compared pretest and posttest scores for all three groups. Post hoc Wilcoxon Rank sum tests were performed for each individual student group to determine if the posttest assessment score was significantly greater than the pretest assessment score. RESULTS: DDI Knowledge assessment response rates from each group included 63 pharmacy students (82%), 73 medical students (61%), and 29 nurse practitioner students (100%). The mean management strategy score change for pharmacy students was 5.7 (SD=3.7), 8.6 (SD=3.7) for medical students, and 8.2 (SD=2.8) for nurse practitioner students. The mean data recognition score change for pharmacy students was 3.7 (SD=3.1), 8.52 (SD=3.5) for medical students, and 9.2 (SD=2.3) for nurse practitioner students. Posttest scores for each student group were significantly greater than pretest scores (p <0.001). CONCLUSIONS: The educational DDI session significantly affected the DDI knowledge of healthcare professional students participating in the study.