Jump to content

MARE550 Ageing and Interprofessional and Intersectoral Collaboration

Course description for academic year 2024/2025

Contents and structure

This course is designed to give students a comparative, interprofessional, intersectoral and international perspective on comprehensive health and social services for older adults. It enables students to develop skills in healthy ageing and rehabilitation collaboration at multiple levels, from the person- and group- centred service level, whether community-or facility-based, to higher institutional and policy level.

Case studies are used to give students opportunities to examine issues of collaboration and partnership. Cooperation can be across professions, such as teamwork, task-shifting and delegation, in community-based rehabilitation or reablement. It can be across sectors, such as between the formal health and social care system and informal lay- and family-based care. Partnership in health promotion and rehabilitation may be between public and private actors, such as the government, civil society and non-governmental organisations (NGOs) and between advocacy groups and policy makers.

Students explore, analyse, and compare knowledge and collaboration practices in different countries / contexts in terms of health policies, systems and services, based on socio-cultural, economic and political factors. Students are expected to summarise current and future resources and challenges regarding ageing, health, and rehabilitation from a person centred, interprofessional, intersectoral and contextual perspective.

Learning Outcome

A student who has completed the course should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge: The student...

  • has advanced knowledge of globally relevant interprofessional and intersectoral issues and perspectives related to health- and social care services and resources for older adults
  • has thorough knowledge of strategies and approaches for interprofessional and intersectoral collaboration
  • has ability to apply their knowledge of interprofessional and intersectoral collaboration to improve, promote and support comprehensive healthy ageing policies, systems and services and new organisational models in a context-sensitive way

Skills: The student...

  • can critically examine, summarise and compare strengths and weaknesses of policies, systems, and services to promote collaboration in health promotion and -services for older adults
  • can contrast and compare current and future resources and challenges for developing comprehensive and integrated services for older adults in different countries and contexts.
  • can lead and collaborate in interprofessional, intersectoral and international teams to apply knowledge and skills in new areas to carry out advanced initiatives

General competence: The student...

  • can analyse relevant policy, professional and ethical issues related to interprofessional, intersectoral and intercultural cooperation
  • can contribute new ideas to advance interprofessional, intersectoral and intercultural/international collaboration
  • can communicate effectively across professions, sectors and locations and to various audiences

Entry requirements


Recommended previous knowledge


Teaching methods


  • Synchronous sessions
  • Asynchronous learning activities
  • Individual and group work
  • Supervision
  • Readings

Compulsory learning activities

The course requirements must be approved in order to take the exam:

  1. Participation in online discussions/activities (at least 2 indiviual comment/post)
  2. Team presentation (power point, podcast, video, poster, brochure)
  3. Individual reflection paper
  4. Approved draft of the exam paper

Approved course requirements are valid for four subsequent semesters.


A written, group paper, 3000 words (+/- 10%). The group defines the topic of the paper.

Grading scale: The grading scale used is passed / failed.

New exam: If the group "failed" as a group, they can revise the submission and resubmit the exam. If indivildual student "failed" within a group because of limited group participation/contribution, the indivildual students needs to write a new exam paper.

Examination support material

No limitations

More about examination support material