Brem Beate Gabriele, Schaffner Noemi, Schlegel Claudia Anna Barbara, Fritschi Veronika, Schnabel Kai Philipp
University of Bern, Institute of Medical Education, Bern, Switzerland.
Bern University of Applied Sciences, Department of Healthcare, Bern, Switzerland.
GMS J Med Educ. 2016 Apr 29;33(2):Doc21. doi: 10.3205/zma001020. eCollection 2016.
There is a great interest on both a national and international level in promoting cooperation between different occupational groups within the healthcare professions through interprofessional education (IPE) [1], [2], [3]. Within this project, a peer teaching course on the puncture of peripheral veins was therefore converted from a course for medical students into an IPE learning unit. Students from different occupational groups were to learn within the context of this course, according to the definition from the World Health Organisation (WHO), with and from each other [1].
This course constituted a small group class in the peer teaching format. The didactic principle was based on the idea that the students were to practice the respective practical skills in pairs and give each other reciprocal feedback. Together with the Department for Health at the Bern University of Applied Sciences (BUAS) and the Bern Center of Higher Education of Nusing (BCHEN), the course, which was conducted by the Institute of Medical Education at the University of Bern (IME), was converted into a voluntary IPE pilot project. Students from all three institutions were represented in terms of participants as well as tutors.
The course was evaluated very positively by participants, peer tutors and the participating institutions. By means of an OSCE, it could be proven that the course content had been successfully imparted. On the basis of these results, it was determined that the course should be compulsory in the future for students at all three institutions.
The evaluation results show the successful conversion of the course into an IPE format within the context of the pilot project. The interactive format of the course created the prerequisite that the students from different professional groups learned with and from each other in actuality, and did not just study the same objectives at the same time as with multiprofessional learning. Cooperation between the three institutions is a cornerstone for the development of a research structure which may examine the effect of IPE in the future.
在国家和国际层面，人们对通过跨专业教育（IPE）促进医疗行业内不同职业群体间的合作有着浓厚兴趣[1,2,3]。因此，在本项目中，一门关于外周静脉穿刺的同伴教学课程从面向医学生的课程转变为一个IPE学习单元。根据世界卫生组织（WHO）的定义，来自不同职业群体的学生应在本课程背景下相互学习[1]。
本课程采用同伴教学形式的小组课。教学原则基于学生成对练习各自的实践技能并相互给予反馈这一理念。由伯尔尼大学医学院教育研究所（IME）开展的该课程，与伯尔尼应用科学大学（BUAS）卫生系及伯尔尼高等护理教育中心（BCHEN）合作，转变为一个自愿参与的IPE试点项目。来自这三个机构的学生作为参与者和导师参与其中。
参与者、同伴导师及参与机构对该课程评价很高。通过客观结构化临床考试（OSCE）可以证明课程内容已成功传授。基于这些结果，决定该课程未来对这三个机构的学生都应是必修课。
评价结果表明在试点项目背景下该课程成功转变为IPE形式。课程的互动形式创造了条件，使来自不同专业群体的学生切实相互学习，而不仅仅是像多专业学习那样同时学习相同目标。这三个机构之间的合作是未来可能研究IPE效果的研究结构发展的基石。
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