Interprofessional Education in Health Sciences Programmes: Enabling Competence Development Through Constructive Alignment

Abstract

This study examines how interprofessional education in higher education can be designed coherently to foster interprofessional action competence. Drawing on the framework of Constructive Alignment, the study investigates how learning outcomes, teaching methods, and assessment formats can be aligned to support the development of professional, methodological, social, and self-competence. Based on qualitatively analysed interviews with lecturers, the study explores how interprofessional education is implemented in practice and how students’ prior experience and practical training components, including peer-topeer learning formats, are integrated into learning processes. The study addresses the research question: How can teaching in higher education be designed in accordance with constructive alignment to promote the development of interprofessional action competence?