Susanne Lindqvist


  • 1.07a Medical School

Personal profile

Key Responsibilities

Director of the Centre for Interprofessional Practice (CIPP) and Director of Educational Strategy, Learning and Teaching Quality at Norwich Medical School

Areas of Expertise

Interprofessional education and practice in healthcare; change management in healthcare; development of positive attitudes between healthcare professionals; training of facilitators and tutors involved in interprofessional learning; building recilience in teams; transforming services; collaborative and compassionate leadership.


Susanne is Director of the Centre for Interprofessional Practice (CIPP) and Professor of Interprofessional Practice.  She is also Director of Educational strategy, Learning and Teaching Quality at Norwich Medical School (NMS). 

Susanne joined CIPP in 2002, initially to set up a pilot with healthcare students.  The purpose of the initiative was to give students an opportunity to learn with, from and about each other allowing them to develop knowledge, skills, attitudes, values and behaviour that underpin effective interprofessional practice and high quality care.  The initial pilot turned out to be a success and as a result she was asked to extend IPL to involve all health and social care students.  In 2016-2017 CIPP offered a number of different opportunities of IPL to ~ 3000 students across twelve different professions. 

From 2017-18 delivery of pre-registration IPL transitioned to schools with Susanne as CIPP Director taking on the role of supporting the ongoing development and quality assurance of the provision of IPL.

Since 2018, Susanne and CIPP work in collaboration with the local Trusts in meeting the increasing needs and expectations of our future healthcare practitioners by promoting networking and innovation in interprofessional practice - in teaching and research.  Working together with others both locally, nationally and internationally has been a key ingredient in CIPP’s and Susanne’s approach to finding the best way forward in the joint attempt at providing meaningful opportunities for learning and working together that lead to real improvements in patient/client care.  In October 2019, Susanne became an EMCC accredited coach for senior leaders so that she can actively help promote the overall aim of CIPP by supporting people to develop and optimise their leadership skills. 






  • 2019 (November) - Director of Educational Strategy, Learning and Teaching Quality 
  • 2019 (October) - EMCC EQA Practitioner Level Coach
  • 2018 (March) - Director of Learning and Teaching Quality at Norwich Medical School
  • 2017 (August) - Professor of Interprofessional Practice the University of East Anglia (UEA), Norwich, Norfolk.

  • 2015 (May) - Professor of IPE at University of Molde (0.1 FTE); extended to 0.2 FTE in May 2018.

  • 2014 (October) - UEA Staff Coach
  • 2008 (Aug) - 2017 (July) Senior Lecturer of Interprofessional Practice at the UEA

  • 2005 (Aug) - Director of CIPP at UEA

  • 2004 (Aug) - 2008 (Aug) Lecturer of Interprofessional Practice at UEA.

  • 2002 (Oct) - 2004 (July) Research Associate and Co-ordinator of Pre-Registration Interprofessional Learning (IPL) by CIPP.

Teaching Interests

CIPP Vision Statement: 
 “For all professionals to put interprofessional practice at the heart of their service
by providing integrated and high quality care that is person-centred, compassionate, efficient and safe”

“To ensure provision of high quality learning opportunities that enable development of the skills needed for interprofessional practice so that professionals can provide the best service they are able”

Susanne teaches in the areas of: interprofessional education and practice, interprofessional communication, transforming services, building resilience in teams, collaborative and compassionate leadership.

Administrative Posts

  • Susanne’s main administrative roles are linked to her roles as Director of the Centre for Interprofessional Practice and Director of Educational Strategy, Learning and Teaching Quality for Norwich Medical School

Key Research Interests


Susanne and her team carry out research and/or evaluation associated with different aspects of interprofessional education and practice.  Her own particular interests in this area focus around: leadership of interprofessional teams; conflict resolution; facilitation of interprofessional learning; the process of supporting a team to optimising their current practice; the nature of professionals’ attitudes to their own and other professions; how such attitudes affect the quality of collaboration; and how the overall “team climate” impacts on the quality of collaboration and care delivery. 

Key Research Interests

Interprofessional practice
Interprofessional learning


Conflict resolution

Transforming Services
Empowerment of team members
Optimising collaborative practice
Facilitation of interprofessional learning and working
Attitudes between health and social care professionals
Mentoring and supervision within the healthcare setting
Hierarchy within and between professions in the healthcare setting

Highlighted Publications

Davison, E. & Lindqvist, S. Medical students working as health care assistants: an evaluation, Aug 2020, In Clinical Teacher. 17, 4, p. 382-388 7 p.

Lindqvist, S., Vasset, F., Iversen, H P., Hofseth Almås, S., Willumsen, E &  Ødegård, A.  University teachers’ views of interprofessional learning and their role in achieving outcomes - A qualitative study.  Journal of Interprofessional Care, 2018.

Bowker, L., Webb, L-A, Lindqvist, S. & Leinster, S. Clinical skills as a vehicle for Interprofessional learning.  The Clinical Teacher, 2018 DOI: 10.1111/tct.12809 

Davison, E., Housden, S. & Lindqvist, S.  Using interprofessional dementia learning opportunities to prepare the future healthcare workforce: Findings from a pilot study.  Journal of Interprofessional Care, 2018.  This scholarly short report has been through external peer review and is now in final stage of addressing minor revisions by editor.

Baker B, Drane C, Chambers J & Lindqvist S. Training students as Interprofessional learning facilitators: An exploratory study highlighting the need to build confidence.  Journal of Interprofessional Care, 2018; DOI: 10.1080/13561820.2018.1442323.

Nagraj S, Harrison, J, Hill, L, Bowker, L & Lindqvist S.  Promoting collaboration in Emergency Medicine.  The Clinical Teacher, 2018;15: 1-6

Hawkes G, Nunney I & Lindqvist S. Caring for attitudes as a means of caring for patients – improving medical, pharmacy and nursing students’ attitudes to each other's professions by engaging them in interprofessional learning. Medical Teacher, 2013; Web paper e1-e.

Collins M & Lindqvist S. Interprofessional working and its relation to rank dynamics. In: The Changing Roles of Doctors, Edited by Penny Cavenagh, Sam J Leinster & Susan Miles, 2013. Radcliffe Publishing: London (pp 89-100).

Freeman S, Wright A & Lindqvist S. ‘Facilitator Training for educators involved in
interprofessional learning’. Journal of Interprofessional Care 2010; 24(4):375-385.

WHO Study Group [of which Lindqvist S was a member] on Interprofessional
Education and Collaborative Practice. Framework for Action on Interprofessional Education & Collaborative Practice. WHO report.

Jacobsen F & Lindqvist S. A two-week stay in an Interprofessional Training Unit changes students' attitudes to health professionals. Journal of Interprofessional Care 2009;23(3):242-250.

Watkin A, Lindqvist S, Black J & Watts F. Report on the implementation and evaluation of an interprofessional learning programme for inter-agency child protection teams. Child Abuse Review 2009;18(3):151-167.

Wright A. & Lindqvist S. The development, outline and evaluation of the second level of an interprofessional learning programme - listening to the students. Journal of Interprofessional Care 2008; 22(5); 1-14.

Watts F, Lindqvist S, Pearce S & Richardson B., Introducing an interprofessional team based learning programme. Medical Teacher 2007;29(5): 443-449.

Lindqvist S & Reeves S. Facilitator’s perception of delivering interprofessional education: a qualitative study. Medical Teacher 2007;29(4):403-405.

Lindqvist S, Duncan A, Shepstone L, Watts F & Pearce S. Development of the ‘Attitudes to Health Professionals Questionnaire’ (AHPQ): A measure to assess interprofessional attitudes. Journal of Interprofessional Care 2005;19 (3): 269-279.

Postgraduate Research Student Supervision

PhD Student completed a study titled: “An Investigation of the Relationship Between Interprofessional Education, Interprofessional Attitudes and Interprofessional Practice” in April 2016

Enterprise and Engagement activities

From 2018 working in collaboration with UEA Health Partners to promote collaboration in the region

Collaborating with Molde Univeristy to optimise IPL development, delivery and evaluation

Collaborating with Reykjavik University around developing a tool that can be used to assess collaborative practice

Delivery of interprofeesional communication skills to foundation doctors and other healthcare professionals with Sandra Winterburn at the Norwich Medical School at the James Paget University Hospital since 2013

Visits by Higher Education England (HEE) on two occasions by Director of Nursing, Professior Shirley Pearce, the Director of Medicine and the Chief Executive (HEE) - April 2013 and August 2013
Worked with team at the Norfolk and Norwich University Hospital to improve collaboration, Jan 2014 - Sep 2014
Visits by Universities of Oslo, Molde and Stavanger - October 2013

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 13 - Climate Action
  • SDG 16 - Peace, Justice and Strong Institutions

Collaborations and top research areas from the last five years

Recent external collaboration on country/territory level. Dive into details by clicking on the dots or