University teachers’ views of interprofessional learning and their role in achieving outcomes - a qualitative study

Susanne Lindqvist, Frøydis Vasset, Hans Petter Iversen, Synnøve Hofseth Almås, Elizabeth Willumsen, Atle Ødegård

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14 Citations (Scopus)
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Over the past decade, there has been a rapid increase in higher education institutions offering opportunities for interprofessional learning (IPL) to their students. The literature presents a number of factors that contribute to effective IPL, including having trained facilitators that help optimise the learning process. Many of these IPL facilitators are university teachers and the literature provides us with some insight into their views of IPL. However, little is known about university teachers’ views about IPL and their role in supporting students in achieving outcomes linked to IPL during their own teaching; this paper explores these areas. University teachers, working with students in Norway and England who contribute to patients’ care pathway were purposively invited to join focus groups. Data collected from the teachers’ conversations during these focus groups were analysed to elicit the main themes. Findings show that university teachers have a wide range of views about IPL, its potential to enhance collaborative practice and care, and their role in helping students achieve outcomes linked to IPL. A key challenge appears to be whether IPL is “worth the struggle,” which emphasises the need for strong leadership in order to align pedagogical approaches in education and practice that strive to achieve agreed outcomes.
Original languageEnglish
Pages (from-to)190-199
Number of pages10
JournalJournal of Interprofessional Care
Issue number2
Early online date18 Oct 2018
Publication statusPublished - 4 Mar 2019


  • Interprofessional learning
  • outcomes
  • teachers
  • innovation
  • leadership
  • qualitative methods

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