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Aim: Interprofessional education for health care professionals should be anchored at all training and study locations across Germany. In cooperation with the Medical Faculty Mannheim, an education concept trialed there, namely a longitudinal interprofessional learning sequence, was transferred and adapted to the Medical Faculty Dresden as part of the “Operation Team” support program. Here, the structured analysis and evaluation of the knowledge transfer experience is presented from the perspective of the transferee. From these findings, recommendations are derived for the planning of knowledge transfer projects.Methods: The consulting work between the two faculties was listed chronologically including knowledge transfer outcomes and was described and analyzed using the comparative categories identified in sociological systems theory and in the knowledge transfer literature. In addition, knowledge transfer outcomes were categorized according to their use and their relevance to the progress of the project was assessed.Results: The coordination teams initiated 13 consulting sessions, primarily held virtually or by telephone. From these, 36 knowledge transfer outcomes were identified, of which most were of high relevance for the transferee in all use categories. The knowledge transfer core themes were of a strategic (e.g. the consolidation of interprofessional teaching) and content-based/didactic-methodological nature (e.g. interprofessional session design, tutor training). Conclusion: The consulting sessions played a major role in facilitating the establishment of two interprofessional learning sequences and the piloting of the associated sessions at the Dresden site. The recommendations derived for a successful transfer could also be of help for other transfer projects.