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in problem solving, teamwork, leadership, developing, project working and counseling. These
are so-called generic skills in the field of social and health care.
According to the results of this research, learning multiprofessionality is based on multivaluedness,
respecting the differences of others, motivation, the possibilities in learning collaboratively,
learning the competences that multiprofessionality assumes, multiform interaction,
counseling and evaluation. Functioning in real life, the learning skills needed in future, shared
responsibility, teachers’ support and feeling successful keep up the motivation. The learning
strategies are both personal and communal, because also the concept itself is both individual
and communal. On the other hand, individual learning appears as metacognitive skills, project
working skills, problem solving skills, counseling skills and one’s own substance. Students
also have difficulties, because they do not have enough knowledge and experience at least in
the beginning of the project. First, they solve problems very intuitively and, later on, as common
problem solving in the group. The teacher is a valuable resource for the students. However,
also teachers have challenges because they do not usually even know what is in question
when counseling multiprofessionality. Their tradition is working alone. Collaborative learning
in this group has meant collaboration and interaction where everyone learns.
Working in multiprofessional way is a challenge in the working life and the research results
indicate that it is very important to learn it. The results can be utilized in universities of applied
sciences, universities and working life as if we can see multiprofessionality as the generic
skills.
Key words: qualification, professional skills, competence, expertise, multidiscipline, multiprofessional,
professional growth, collaborative learning, qualitative case study research