Interprofessional learning in the topical workshops at the Universität zu Lübeck - a qualitative study.

Background: Interprofessional healthcare requires interprofessional learning (IPL) starting during academic education. The aim of this study is to examine the implementation of IPL in the modules "Topical Workshop (TW) for Orthopaedic Rehabilitation" and "TW for Paediatrics and Child and Adolescent Psychosomatics" at the Universität zu Lübeck (UzL) from the perspective of students in occupational therapy, speech therapy, and physiotherapy. Methods: This qualitative study was conducted in two phases. In phase 1, qualitative data was collected and analysed using Kuckartz's method of content-structuring qualitative content analysis. Building on this, two focus group interviews were conducted in phase 2 and analysed using the same method. The data was integrated using a triangulation approach. A final member reflection was carried out. Results: The analysis of five interviews, five written pre-understandings, the central evaluation, and two focus group interviews shows: Joint learning of new content, understanding of profession-specific content, and the acquisition of interprofessional skills are at the core of IPL. In the modules, the various professions were involved to different extents, approaches to interprofessional collaboration (IPC) were demonstrated, and practical relevance was established. Facilitating factors such as practical content and group work were contrasted by challenges such as a lack of exchange and unsuitable tasks. The perceived learning gains resulted in wishes and ideas for shaping future TWs. Conclusion: Both facilitating and inhibiting factors for IPL were identified. These lead to approaches for further developing the modules, which can be applied to similar academic contexts.