The role of universities in enhancing interprofessional collaboration during COVID-19 in Lebanon: academia as neutral convener in a public-private twinning initiative-a qualitative case study.

BACKGROUND

The Coronavirus Disease 2019 (COVID-19) pandemic underscored the importance of interprofessional collaboration, including partnerships between academic institutions and healthcare organizations. Such collaborations, however, are challenging to initiate and sustain during public health emergencies. This study examines the role and perceived effectiveness of academic involvement within a public-private twinning initiative designed to strengthen COVID-19 response capacities in Lebanon.

METHODS

Using a qualitative case study design, we conducted 25 semi-structured interviews between January and February 2022 with faculty members, clinicians, hospital administrators, and representatives of the tripartite initiative, as part of a broader study period that began in November 2021 with ethics approval and participant recruitment. Participants were purposively selected based on their involvement in the capacity-building project. Data was analyzed thematically.

RESULTS

Perceptions of academic involvement varied across participant groups. A majority of interviewees (N = 21) described the university as a valuable contributor, highlighting enhanced knowledge sharing, improved communication processes, and strengthened capacity-building efforts. Of these, a subset also noted challenges that limited academic contribution (N = 12), particularly the timing of the project during the peak of the pandemic, role ambiguity, and communication bottlenecks, indicating that many participants held both positive and critical views simultaneously rather than representing two distinct or opposing groups. Divergent perspectives reflected participants' professional roles, exposure to research, and organizational context.

CONCLUSION

Academic engagement was perceived as beneficial when it supported knowledge transfer, coordination, and structured problem-solving. However, its effectiveness was constrained by contextual factors, especially crisis-driven timing and unclear communication pathways. Strengthening academic partnerships in crisis-prone, resource-constrained systems requires early involvement, clear role definition, and sustained channels for intersectoral collaboration.