# Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare

## TL;DR

This paper presents an educational intervention outline to help healthcare professionals better understand the opportunities and challenges of cross-border healthcare.

## Contribution

The study introduces an educational intervention grounded in authentic, team, and reflective learning principles and validates it through expert evaluation.

## Key findings

- Experts identified four key themes for effective learning in cross-border healthcare: using experience, learning with colleagues, reflecting on past and future, and adapting to context.
- The intervention's principles were seen as beneficial for fostering a shared understanding of cross-border healthcare.
- Experts suggested tailoring the application of learning principles to specific contexts to maximize the intervention's impact.

## Abstract

Although cross-border healthcare benefits many patients and healthcare professionals, it also poses challenges. To develop a shared understanding of these opportunities and challenges among healthcare professionals, we designed an educational intervention outline and invited experts in healthcare and education to evaluate it. The proposed intervention was based on theoretical principles of authentic, team, and reflective learning.

Experts (N=11) received a paper outline of the intervention, which was subsequently discussed in individual, semi-structured interviews.

Based on a thematic analysis of the interviews, we identified 4 themes: 1) using the experience you have, 2) learning with the people you work with, 3) taking the time to reflect on the past and future, and 4) adapting the intervention to its context.

According to the experts, the proposed intervention and its three underlying principles can enhance a shared understanding of cross-border healthcare. To unlock its full potential, however, they suggested adjusting the application of learning principles to its specific context. By situating learning in landscapes of practice, the intervention could contribute to the continuous development of cross-border healthcare.