Teaching is a diverse and constantly changing process that requires versatile competence from those who put it into practice. The rapid change and development in the society challenges and pushes teachers to adapt to lifelong learning and to continuously develop their expertise. Health science teachers in universities are challenged to conduct their tasks in research and management while adapting to broadening job description and facing the pressure and demands of maintaining high standard education.

This study was executed as a part of national Competent teachers together! – research project aiming to develop health science and social service teachers’ professional competence and continuing education. The aim of this research was to map out health science university teachers’ conceptions of competence and needs for development. The material of this research consisted of five group interviews of 10 health science teachers from five different universities. The analysis was made using phenomenographic research method.

In the results six themes of health science university teachers’ competence could be discerned: pedagogical, professional knowledge, interaction, technological, teacher and teaching development and collaboration. The variation of the themes formed four hierarchically structured descriptive categories of phenomena of competence from narrowest to widest: personal, community, discipline and societal participation competence. The critical aspects between the categories were deepening reflection, shared competence, development of professional identity and widening understanding.

The results help to develop the education and define competence requirements for health science teachers. The results can help to affirm and broaden teachers’ knowledge, help to enhance the education work and increase communality and wellbeing in the occupation and working environment. Gained knowledge can also be applied to develop the field of teaching in other disciplines.