Mahler Cornelia, Karstens Sven, Roos Marco, Szecsenyi Joachim
Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin und Versorgungsforschung.
Z Evid Fortbild Qual Gesundhwes. 2012;106(7):523-32. doi: 10.1016/j.zefq.2012.04.003. Epub 2012 May 9.
Health care systems in Germany and around the world are faced with demographic change and the need of providing health services in increasingly complex health care surroundings. A highly qualified workforce is needed to face the challenges ahead and to coordinate health care. In addition, there is evidence that interprofessional education strengthens interprofessional collaboration which can lead to improved health outcomes. The University of Heidelberg, Medical Faculty, decided to develop a bachelor programme integrating specific health professions and interprofessional qualifications into the curriculum. The manuscript describes the identification process of the outcome-focused competencies for this bachelor degree.
The six-step curriculum model by Kern et al. was applied. An expert panel identified major tasks and health care fields for which the students should be qualified for. These results were transferred into a questionnaire and distributed among targeted learners as well as practitioners, experts and employers in different health care fields for relevance ratings. Also, individuals were interviewed to receive additional information and to generate further ideas.
Thirteen different practice fields, five tasks and thirteen topics common to all health care professions were collected. The subsequent survey comprising 66 items was completed by 139 targeted learners as well as 82 practitioners and experts. All identified practice fields were rated as relevant for future professional life. Top ratings were "supervising procedures" (targeted learners) and "interprofessional communication and coordination" (practitioners, experts and employers). The results were discussed and consented in the expert panel and learner outcomes/objectives were categorized according to the CanMED roles.
A thorough needs assessment was performed setting the foundation for the further development of the curriculum. The identified competencies are in line with the five core competencies defined by the WHO which are necessary for interprofessional collaboration: patient-centred care, partnering, quality improvement, information and communication technology, and public health perspective. The application of the CanMED framework proved to be suitable. It may be used as common terminology to help define interfaces with curricula of other health professions. The interprofessional development of the bachelor programme fostered a deeper understanding between health professionals and can therefore be regarded as a first step in improving interprofessional collaboration.
德国及全球的医疗保健系统面临着人口结构变化，以及在日益复杂的医疗保健环境中提供医疗服务的需求。需要一支高素质的劳动力队伍来应对未来的挑战并协调医疗保健工作。此外，有证据表明，跨专业教育可加强跨专业协作，进而改善健康结果。海德堡大学医学院决定开设一个本科课程，将特定的健康专业和跨专业资质融入课程体系。本文描述了该本科学位以结果为导向的能力识别过程。
应用了克恩等人提出的六步课程模型。一个专家小组确定了学生应具备资质的主要任务和医疗保健领域。这些结果被转化为一份问卷，并分发给不同医疗保健领域的目标学习者以及从业者、专家和雇主进行相关性评级。此外，还对个人进行了访谈，以获取更多信息并产生更多想法。
收集到了13个不同的实践领域、5项任务以及所有医疗保健专业共有的13个主题。随后由139名目标学习者以及82名从业者和专家完成了包含66个条目的调查。所有确定的实践领域都被评为与未来职业生涯相关。评分最高的是“监督程序”（目标学习者）和“跨专业沟通与协调”（从业者、专家和雇主）。专家小组对结果进行了讨论并达成共识，学习者的成果/目标根据加拿大医学教育认证委员会（CanMED）的角色进行了分类。
进行了全面的需求评估，为课程的进一步开发奠定了基础。确定的能力与世界卫生组织定义的跨专业协作所需的五项核心能力相一致：以患者为中心的护理、合作、质量改进、信息和通信技术以及公共卫生视角。事实证明，应用CanMED框架是合适的。它可以用作通用术语，以帮助界定与其他健康专业课程的衔接。本科课程的跨专业发展促进了健康专业人员之间更深入的理解。因此，可以将其视为改善跨专业协作的第一步。
