Abstract
OBJECTIVES: This study explores the application of the current curriculum, launched in 2016, for interprofessional learning (IPL) at the Faculty of Medicine and Health Sciences at Linköping University, Sweden. METHODS: Perceptions from students, teachers and key persons (n=19) were investigated with focus groups and individual interviews. The interviews explored perceptions of curriculum design, implementation, and interprofessional learning activities. A four-dimensional framework for curriculum development and evaluation constituted the theoretical lens for the analysis. Specifically, a qualitative directed content analysis was used. RESULTS: Four overarching categories were identified. 1) "Aiming towards high quality healthcare professionals working together naturally", included the arguments for IPL within healthcare and why the curriculum revision was conducted. 2) "Comprehending how to work in a group, a team, and an interprofessional team", related to the desired learning outcomes and competencies. 3) "All on board? - The search for meaningful learning activities for students and teachers that the programs embrace", reflected on how learning activities were designed and experienced. 4) "Enhancing legitimacy and the provision of organizational prerequisites for the curriculum", described the organisational structures for enhancing the legitimacy of the IPL curriculum, as well as the role of teachers. CONCLUSIONS: This study emphasizes balancing pedagogical innovation with pragmatic considerations for successful curriculum application. The findings highlight the need for experienced teachers, organisational support, and meaningful learning activities that align with both program-specific and interprofessional outcomes. Despite challenges, the current curriculum at Linköping University shows potential as a model for integrating interprofessional learning into health professions education.