Nock Lukas
Institut für Sozialforschung und Sozialwirtschaft e.V. (iso), Saarbrücken, Germany.
GMS J Med Educ. 2016 Apr 29;33(2):Doc16. doi: 10.3205/zma001015. eCollection 2016.
Interprofessional teaching and learning is gaining significance in the health professions. At the same time, the development and implementation of such educational courses is demanding. Focusing on factors critical to success, the aim of this paper is to evaluate the experience gathered by eight grant projects in which interprofessional courses were designed. Emphasis is placed on the level of cooperation between the participating educational institutions, course content, the operative implementation of the course units and their permanent integration into curricula.
Data was collected in semi-structured, guideline-based interviews with project leaders and team members (n=43). University and vocational students who had attended the evaluated courses were also included in the survey (n=7) as a means to triangulate data. Analysis was carried out based on qualitative content analysis.
A participatory, dialogue-centered model of cooperation appears to be most suited for developing and implementing courses. Belonging to the factors critical to success are the time when courses are offered, the conditions for attendance, the different teaching and learning cultures of the professions involved, preparation and deployment of instructors, and the role played by project coordination. Permanently integrating interprofessional units into medical curricula revealed itself to be difficult.
While the development and realization of interprofessional courses can be achieved easily enough in projects, curricular integration of the new course units is challenging. In respect to the latter, not only a large amount of staffing resources and time are required, but also the creation of the necessary system-level structures, not just within the educational institutions (organizational development) but also in the frameworks governing the professions.
跨专业教学在卫生专业领域正变得越来越重要。与此同时，此类教育课程的开发和实施颇具挑战性。本文旨在聚焦成功的关键因素，评估八个设计跨专业课程的资助项目所积累的经验。重点在于参与教育机构之间的合作水平、课程内容、课程单元的实际实施以及它们如何永久性地融入课程体系。
通过对项目负责人和团队成员进行基于指南的半结构化访谈收集数据（n = 43）。参与评估课程的大学生和职业院校学生也被纳入调查（n = 7），作为数据三角测量的一种方式。分析基于定性内容分析进行。
一种以参与和对话为中心的合作模式似乎最适合开发和实施课程。成功的关键因素包括课程提供的时间、出勤条件、相关专业不同的教学文化、教师的准备和调配以及项目协调所起的作用。将跨专业单元永久性地融入医学课程体系很困难。
虽然在项目中开发和实现跨专业课程相对容易，但将新的课程单元融入课程体系具有挑战性。就后者而言，不仅需要大量的人力资源和时间，还需要建立必要的系统层面的结构，不仅要在教育机构内部（组织发展），还要在行业管理框架内。
