Is Interprofessional Learning Only Meant for Professions Within Healthcare? - A Qualitative Analysis of Associations with the Term Interprofessional Collaborative Learning Among Professional Students

Figures & data

Table 1 Educational Backgrounds of the Participants

	Healthcare^a	Teaching Education^b	Social Care^c
First-year students (n = 261)	127 (n)	113 (n)	21 (n)
Second-year students (n = 97)	29 (n)	55 (n)	13 (n)

Notes: ^aHealthcare included students in occupational therapy, nursing, physiotherapy, and social education. ^bTeaching education included students in early childhood education and care, primary and lower secondary teaching education, and teacher education in art and design. ^cSocial care included students in social work and child welfare.

Table 2 Main Categories and Their Occurrence Related to Educational Background Among First-Year Students (n = 261)

Quotes Count Main Categories^a	Main Categories
	Learning	Collaboration	To Learn How to Collaborate	Gain and Share Knowledge and Competencies	Communication
Healthcare students	20/15.7%	72/56.7%	21/16.5%	7/5.5%	9/7.1%
Teaching students	24/21.2%	63/55.8%	14/12.4%	3/2.7%	3/2.7%
Social care students	2/9.5%	9/42.6%	6/28.6%	–	–

Note: ^an = occurrence of the main category in students’ open-ended question; in % of all the analysed main categories.

Table 3 Main Categories and Their Occurrence Related to Students’ Educational Backgrounds Among Second-Year Students^a (n = 97)

Quotes Count Main Categories^b	Main Categories
	Learning	Collaboration	To Learn How to Collaborate	Understanding of Roles	Communication
Health professionals	4/13.8%	17/58.6%	3/10.3%	–	26.9%
Teaching education	10/18.2%	38/69.1%	16/29.1%	4/7.3%	1/1.8%
Social care	1/6.7%	5/33.3%	4/26.7%	–	1/6.7%

Notes: ^aThese students had had an IPL course (1 ECTS) during their first year of study, in which they worked in interprofessional groups. ^bn = occurrence of the main category in students’ open-ended question; in % of all the analysed main categories.