Purpose; The PhD project conducts ethnographic studies and follows an on-going educational development and collaboration project, InBetween (in Danish, InterTværs) between hospital, municipality, university and university college located in Aarhus, Denmark. The purpose of InBetween is to develop a model to strengthen patient centred interprofessional and cross-sectorial collaboration skills for students. A model where students from medicine-, physiotherapy-, occupational therapy-, clinical dieticians and nursing bachelor degree programs, as a team, focus on a patient pathway through the health care system. The research objective is to investigate clinical educator’s practical competence profile in relation to organizational requirements for the development of interprofessional and cross- sectorial collaboration skills. Methodology/approach; The PhD project’s approach is described as 'multi-site ethnography' and involving a mix of Methods (Borgnakke 1996 & 2013, Hammersley and Atkinson 2007, Marcus 1995), including participant observations, interviews, videos, audio logbooks and documents. The research project’s practice orientation is emphasized as the interprofessional practice is studied in the health care field and in real learning contexts, following InBetween where clinical educators participate. The project is inspired from action research The PhD project is moving on several levels, on the political macro-level, the regional meso-level and on the practical micro-level. The movements between different levels of importance influence the theoretical approaches, correspondingly moves between the concepts of the professional communities of practice, mono- and interprofessionalism and concepts attached directly to the supervising situation and learning potential. Contribution; This paper focus on the methodological challenges conducting ethnographic studies in the field of health care. Furthermore, the paper reflects on implications of doing educational ethnographic in the health care sector. References: Borgnakke K. 2013. Etnografiske metoder i uddannelsesforskningen – mellem klassiske traditioner og senmoderne udfordringer. Københavns Universitet. Borgnakke K. 1996. Pædagogisk feltforskning og procesanalytisk kortlægning (bd.1), Procesanalytisk metodologi (bd.2, Kap 3, s. 52-64): Akademisk Forlag. Hammersley M, Atkinson P. 2007. Etnography: Principles in practice. London: Routledge, 3.ed.ed. Marcus GE. 1995. Ethnography in/of the World System: The Emergence of Multi-Sited Ethnography. Annual Review of Anthropology, Vol.24, p. 96‐117.