A pioneering and ground-breaking effort to organize interprofessional education (IPE) was initiated in 1986 at the Faculty of Health Sciences at Linkoping University in Sweden. The so-called "Linkoping IPE model" has now yielded practical experience and development of curricula for over 20 years. The basic idea of this model is that it is favorable for the development of students' own professional identity to meet other health and social professions already into their undergraduate studies. Interprofessional learning is a process over time that requires several integrated stages to gain interprofessional competence, i.e., the skills required to work together interprofessionally in practice. We believe that defined IPE modules early in the curriculum combined with student-training ward placement as the final module is an encouraging example of how to implement undergraduate IPE among health science students. It is strengthened by problem based learning (PBL) in small groups and student-centered learning. Based on these experiences, this paper aims to contribute to the discussion on how to implement and achieve the aims of IPE and to keep it sustainable. It is not a description of "how to do it" but rather a summarizing of our experiences for successful performance of IPE. The article presents how the Linkoping model was developed, the outcomes, experiences and some outlines for future challenges.

What kinds of programs are needed to address the challenges of learning in globalising societies? How can they be developed without perpetuating previously oppressive relationships? How should they be created and conducted? While the notion of globalisation is much discussed and analysed in higher education and its traces are to be found in courses at every level, the implications for educational practice as distinct from educational content are often unclear. Globalisation is often considered in the abstract rather than experienced directly by those involved. This paper considers how the experience of a group of adult educators working cooperatively across different countries illuminates issues of global learning. It focuses on the conception and development of a innovative master's-level program of study developed by universities located on four different continents. The program involves a common set of courses for students who learn together in a single ‗world class.' The focus of the program is adult learning and global change. Teaching is provided from each participating university in turn while students remain enrolled in their own ‗home' university.The paper draws on the documented experience of the principal developers in struggling to create a new kind of program that avoids some of the hegemonic features of programs developed in one country for students of another. The aim is to make sense of the complex interaction between program developers across four continents to construct a program that meets the needs of an international population at a time of rapid global change. 3Discussion focuses on an analysis of the developments that led to the program rather than on the program itself. It is about the emergence of a new form of program rather than the particular content and features of the courses. The reason for this is that the act of creation raised fundamental issues about international cooperation, the challenges of offering programs of study simultaneously through different institutions and the role of global teaching relationships. The argument presented here is that the formation of such a program demonstrates the challenges of working in global learning contexts and that an analysis of the issues involved provides a basis for appreciating the learning challenges students face when operating in a global context. It moves beyond the structuralist framework used in a previous paper about the planning process for the program (Larsson et al, 2005) to illuminate other features.The analysis uses ideas from actor-network theory to explore issues involved in the development. Actor-network theory points to issues which have been neglected in other kinds of analysis, for example, the importance of non-human factors in the planning dynamic and examining the ways in which actors network to create more complex forms of organisation.Nespor (1994) point out how social practices are shaped by networks that connect nodes and knots together: -Practice is distributed across the spaces and times it produces so that ...

The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed, and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability, and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time.

In this study, we aim to explore and thematically analyze the higher education teachers' notions about most important problems related to students' learning, including the teachers' notions of the approaches to learning that the students adopt The study was carried out in Rwanda, Central Africa, with 25 university teachers engaged in group interviews. Inspired by the concepts of metaphors for learning and approaches to learning, five main categories of students' learning problems were identified: Dependence, Physical and economic resources, experience of a deep approach to learning, reading culture, and previous preparation for higher education. These problems are interrelated and point to the need to understand study levels in education systems as being interdependent. The teaching and learning process of one level influences the quality of learning of the other level. A difference/gap in learning approaches between levels of education greatly impacts difficulty in students' learning and understanding especially when they shift from a lower level to another. Understanding educational levels as closely linked is thus of great importance for enhancing quality in learning in higher education in Rwanda.

The military emergency care education of nurses is primarily concerned with the treatment of soldiers with combat-related injuries. Even though great progress has been made in military medicine, there is still the pedagogical question of what emergency care education for military nurses should contain and how it should be taught. The aim of this study was to describe and compare experiences of training emergency care in military exercises among conscript nurses with different levels of education. A descriptive study was performed to describe and compare experiences of training emergency care in military exercises among conscript nurses with different levels of education in nursing. There were statistical differences between nurses with general nursing education and nurses with a general nursing education and supplementary education. A reasonable implication of the differences is that the curriculum must be designed differently depending on the educational background of the students. Hence, there is an interaction between background characteristics, e.g., the level of previous education and differences pertaining to clinical experience of the participants, and the impact of the exercise itself.