Objective. This work sought to know the state of the artrelated to the theme of Interprofessional Education (IPE)in the training of Nursing and Medical students and thelevel of evidence developed thus far.
 Methods. This wasan exploratory systematic review, declared as scopingreview by the Joanna Briggs Institute, JBI, in which asearch was performed in Embase, Science direct, PubmedMedline, Academic search complete, BVS, Scopus and ERIC databases, limiting between 2009 - 2019 byusing the DeCS and MeSH terms of Interprofessionaleducation, education research, healthcare professionals,nursing and medicine, selecting 39 original articles aftercarrying out the review process with the criteria by theJBI.
 Results. Four thematic nuclei emerged: Experiencesand perceptions of interprofessional learning, Didacticsrelated with IPE, Empirical indicators related with IPE,and Development of professional skills. The highest level of evidence is presented bythe articles dealing with didactics; on the contrary, no articles were found that dealtwith topics related with early inclusion of IPE in the medical and nursing curricula,which are currently necessary to complement the focus of patient-centered care.
 Conclusion. The thematic nuclei show that the level of evidence in the literatureis varied, although mostly descriptive in scope, highlighting the development ofprofessional skills as a result of interprofessional education.