Pecha Kucha Higher Education Research and Development Society of Australasia 2015

Interprofessional learning strategic development of undergraduate programs in medicin and health (#322)

Margareta Bachrach-Lindström 1 , Madeleine Abrandt Dahlgren 1 , Johanna Dahlberg 2 , Annika Lindh Falk 3 , Karin Kjellgren 1
  1. Medical and Health Sciences, Faculty of Health Sciences Linköping University, Linköping, Sweden
  2. Clinical and Experimetal Medicine, Faculty of Health Sciences Linköping University, Linköping, Sweden
  3. Social and Welfare Studied, Faculty of Health Sciences, Linköping University , Linköping, Sweden

Abstract Content (up to 300 words recommended)


There is a global call for strategic changes of professional programs in medicine and health care to respond to future health care needs. We report the process and interaction within the Faculty of Health Sciences in a strategic initiative to re-design and further develop the common interprofessional curricculum for professional health care programs at our faculty. We have experience of interprofessional curricula since 1986. Our re-design builds on a theoretical model for interprofessional curriculum development (Lee et al. 2013) and emphasises four interrated dimensions to consider in the process, i) future orientation of health practices, ii) knowledge, competencies, capabilities and practices, iii) teaching, learning and assessment approaches and practices, and iv) institutional delivery. These dimensions make up the structureand working process for the task force.     

Research/evaluation method

The model for curriculum development (Lee et al. 2013) emphasizes the importance of cooperation with different stakeholders, i.e. teachers, students, practitioners and graduates. The proposed curriculum comprises of three periods of three to four weeks respectively, which build on one another progressively. The undergraduate students in the faculty will join together for interprofessional learning activities with focus on; I) Professionalism in health care II) Quality improvement in health sciences within a clinical placement III) professional perspectives in collaboration.  

For assessment the students will keep a learning portfolio across the interprofessional activities where they will document evidence of learning and reflect on these in relationship to the actual course objectives.


In our re-design, the intention has been to emphasise the interprofessional education as an integrated part of the professional programs. The presentation will provide examples of how interprofessional education focusing health care can be organised, carried out and assessed in educational practice.

Addressing the theme/s of the Conference (up to 200 words recommended)

Our poster adresses the the Conference theme: Education graduates to be responsive and adaptable professionals.

Our presentation is an example how we at the faculty together with the society in a sustainable way work to prepare students for further demands in a changing world. Our interprofessional learning activities comprises three themes; I) Professionalism in health care during a common introduction to higher education; II) quality improvement programs in health sciences within a clinical placement and III) Professional perspectives in collaboration at a student ward placement. The competencies progressively trained are values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, teams /teamwork and teaching/learning.

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