This paper presents an iterative co-design framework for developing lesson plans in interprofessional healthcare education, introduced as an innovative contribution within the Pilot Teacher Training (PTT) of the European TEAMCARE project. The framework is articulated in three dimensions. The theoretical dimension of the framework acts as foundation and integrates the principles of Communities of Inquiry (CoI), participatory learning design methodologies, and reflective practice to promote transformative professional development.

The central component of the framework is represented by tools and resources enabling the theoretical dimension. In our case, this was based on an e-learning training path, that is the PTT, where the collaborative co-design of interprofessional lesson plans by educators from diverse healthcare backgrounds across four European countries took place. The PTT was structured in five-modules aimed at fostering cognitive, social, and teaching presence in interprofessional learning environments. Participants were engaged in interactive webinars, using a digital platform for shared work, experienced structured peer feedback mechanisms, and were provided with a standardized lesson plan template to be used (either individually or collaboratively) as guiding tool for lesson design.

The third dimension regards the direct and indirect stakeholders. In our use case, direct stakeholders, who contribute to the process of design, are trainees (designers), trainers, and tutors/facilitators acting within the PTT, while indirect stakeholders are the entities benefitting the results of the design process (that are the Lesson Plans):
(1) institutions and/or educational organizations and/or course providers,
(2) learning materials designers and/or developers, and
(3) targeted students.

Through empirical validation across four European countries, the study demonstrates how teachers from diverse healthcare backgrounds can collaboratively develop interprofessional lesson plans. We expect also to collect data to measure the impact on the indirect stakeholders using the 4 Pilot Courses as implementation context.

Building on established interprofessional education frameworks and participatory design approaches in educational contexts, this research contributes to the field of interprofessional education by providing a replicable framework for collaborative curriculum development in professional healthcare contexts.

Keywords: Interprofessional Education, Co-design, Lesson Planning, Communities of Inquiry, Professional Development, Healthcare Education.