Syfte: Syftet med studien var att undersöka hur tandtekniker- och tandläkarstudenter upplever interprofessionellt lärande (IPL). Material och metod: Två professionsspecificerade enkäter e-mejlades ut till 88 sistaårsstudenter på Odontologiska fakulteten, Malmö universitet, 22 tandteknikerstudenter (TTK6) och 66 tandläkarstudenter (TLK10). Enkäterna utformades genom Sunet Survey och bestod av 10 frågor med svarsskala 1–5. Respondenterna fick en vecka att svara och påminnelser mejlades ut dag 4 och 5. Resultaten sammanställdes och statistisk bearbetning genom tvåsidigt t-test utfördes för att jämföra respondentgruppernas svar mot varandra, med signifikansnivå α=0,05. Resultat: Den totala svarsfrekvensen var 32,9%, varav 68% för TTK6 och 21% för TLK10. Hälften (53,3%) av TTK6 angav att antalet tillfällen för samarbete är mycket högt och 42,9% av TLK10 angav att antalet är mycket lågt (p=,0047). 60% av TTK6 angav att samarbetena har delvis variation medan 64,3% av TLK10 angav att samarbetena har mycket låg till låg variation (p=,039). Majoriteten (93,3%) av TTK6 angav att förutsättningarna att förstå ordersedlar är låga till höga och 100% av TLK10 angav medel till mycket höga förutsättningar (p=,0031). 86,7% av TTK6 upplevde att deras roll värderas mycket lågt till neutralt av tandvårdsteamet och 71,5% av TLK10 upplevde att deras roll värderas högt till mycket högt (p<,0001). Slutsats: Majoriteten av studenterna uttryckte att IPL upplevdes neutralt eller positivt. Tandteknikerstudenterna upplever att deras roll värderas mycket lågt av tandvårdsteamet. I motsats upplever tandläkarstudenterna att deras roll värderas mycket högt. Tandläkarstudenterna upplever att antalet tillfällen för samarbete med tandteknikerstudenter är mycket lågt. / Purpose: The aim of this study was to examine how dental technician and dental students experience interprofessional education (IPE). Material and method: Two profession-specific surveys were emailed to 88 last-year-students at the Faculty of Odontology, 22 dental technician (TTK6) and 66 dental students (TLK10). The surveys included 10 questions with 1-5 answer alternatives. The respondents had a week to answer and received two reminders. The statistics were compiled and two-tailed t-tests conducted with a level of significance at α=0.05. Result: The total response frequency was 32.9%, 68% for TTK6 and 21% for TLK10. 53.3% of TTK6 responded the number of collaborations is very high and 42.9% of TLK10 responded the number is very low (p=.0047). 60% of TTK6 responded the collaboration variety is medium and 64.3% of TLK10 that variety is very low to low (p=.039). 86.7% of TTK6 responded the conditions to comprehend order forms are very low to medium and 100% of TLK10 that conditions are medium to very high (p=.0031). 86.7% of TTK6 experienced that their role is valued very low to neutral by the dental team and 71,5% of TLK10 that their role is valued high to very high (p<.0001). Conclusion: The majority of students expressed their experiences of IPE as neutral to positive. According to dental students the number of collaborations with technician students is very low. According to dental technician students, their role is valued very low by the dental team. In comparison the dental students experience that their role is valued very high.

Background: Interprofessional education (IPE) is a way to make students in healthcare professions equipped with the collaborative skills required for today’s complex healthcare. In clinical placements students from health profession programs can learn with, from and about each other so that they can collaborate effectively and deliver high-quality healthcare. The interprofessional education is possible through supervision from health professions who collaborate around the student learning and the patient healthcare.  Aim: The aim of this study is to gain knowledge about the learning process in IPE that take place in an Interprofessional Training ward (IPTW) from the supervisor teams’ perspective.  Method: In an IPTW students from occupational therapist-, physiotherapist-, medical- and nursing programs form teams for IPE in periods of two weeks with supervisor teams. With an inductive method, interviews with focus groups consisting of supervisor teams have been conducted and analyzed through thematic analysis.  Results: Based on the supervisor teams' experiences of creating interprofessional learning with student teams in the daily work with the care of patients, a learning process has been made visible. This learning process has been written out as a model and analyzed using known obstacles and enablers for IPE from supervisor perspective. The model has also been interpreted through pedagogical theory that has been used in IPE. Conclusion: The supervisor teams use a learning process with pedagogical models and strategies to handle obstacles and enablers to create understanding and change towards an interprofessional collaboration among the students. These models and strategies are supported by pedagogical theory. There is a gap in research on how IPE is carried out by interprofessional supervisor teams’, however the findings of this study contribute with new knowledge about how a learning process can be used in IPE.