| Sumario: | Accredited continuing professional development opportunities for healthcare professionals working in Interventional Radiology and Cardiac Catheter Laboratory settings are limited. To address this gap, a Higher Education Institution, in partnership with clinical stakeholders, co-developed bespoke online distance-learning modules for nurses, radiographers, and cardiac physiologists. This study explores the development, implementation, and perceived value of these modules. A comparative case study explored the development, delivery, and early outcomes of two co-produced online continuing professional development modules. Delivered over twelve weeks, each module comprised six multidisciplinary learning blocks with a shared curriculum for nurses, radiographers, and cardiac physiologists. Participants included ten clinical, managerial, and educational stakeholders and twenty post-registration healthcare professionals. Data were collected through semi-structured interviews, questionnaires, and document analysis. Data were analysed using Braun and Clarke's thematic analysis, with triangulation enhancing credibility. Findings from interviews, questionnaires, and document analysis were consistent, showing that both modules supported interprofessional learning, specialist knowledge development, and workforce flexibility. Co-production between the Higher Education Institution and clinical stakeholders enhanced curriculum authenticity by aligning learning with real-world service needs. Clinician-led delivery increased credibility and subject expertise but presented sustainability and succession planning challenges. Co-production between Higher Education Institutions and clinical stakeholders can meaningfully support workforce development at local, national, and international levels. However, within a market-driven higher education context, such initiatives represent high-risk investments and require strategic planning to ensure long-term sustainability. Partnerships between Higher Education Institutions and clinical stakeholders can strengthen specialist workforce development through relevant accredited continuing professional development. Sustaining provision requires succession planning, educator capacity, and long-term investment to reduce reliance on individual clinical champions and maintain workforce flexibility.
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