# Balancing creativity and pragmatism: insights from a curriculum for interprofessional learning at Linköping University

## TL;DR

This paper examines how a university curriculum for interprofessional healthcare education balances creative teaching methods with practical implementation.

## Contribution

The study introduces a framework for evaluating interprofessional learning curricula through stakeholder perceptions and curriculum design.

## Key findings

- Successful interprofessional learning requires experienced teachers and organizational support.
- Meaningful learning activities must align with both program-specific and interprofessional outcomes.
- Curriculum legitimacy is enhanced through structured organizational frameworks and stakeholder engagement.

## Abstract

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.

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.

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.

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.