Nowak Anna Christina, Klimke-Jung Kathrin, Schäfer Thorsten, Reif Karl
Hochschule für Gesundheit, Department für Angewandte Gesundheitswissenschaften, Bochum, Germany.
Ruhr-Universität Bochum, Zentrum für Medizinische Lehre, Bochum, Germany.
GMS J Med Educ. 2016 Apr 29;33(2):Doc29. doi: 10.3205/zma001028. eCollection 2016.
In response to demographic changes and the growing complexity of healthcare demands, national and international organizations are requiring greater cooperation among the health professions. Implementation of interprofessional learning programs within study programs in medicine, midwifery, nursing, and therapy is still rare. The first projects are currently underway in Germany. This paper presents the experience gathered by the organizers as interprofessional courses for six study programs were implemented.
As part of the collaborative project "Interprofessional Practice in Health Care" between the Medical School at the Ruhr University in Bochum and the Department for Applied Health Sciences at the Hochschule für Gesundheit, interprofessional curricular units were developed, taught and evaluated with the aim of establishing permanent and joint curricular structures at the two German universities. Imparting communication skills, knowledge of and appreciation for the work performed by the other health professions, as well as having students reflect on their own professional roles and responsibilities, were the focus of four curricular units. Students worked together in small interprofessional groups.
A total of 220 students enrolled in occupational therapy, midwifery, speech therapy, medicine, nursing, and physiotherapy participated in small-group seminars. When conducting and implementing the seminars, administrative and methodological challenges became apparent, and this should be taken into consideration in regard to any future development of interprofessional courses. Integration into existing curricula, along with finding time in the various schedules and appropriate classroom space for small groups, were among the challenges faced. For over 86% of the students it was important that students from all six of the degree programs involved participated in the project. A detailed analysis of the content and evaluation will follow.
The value of the project's aim to include as many study programs in the health professions and medicine as possible was confirmed by the participating students. However, accomplishing this requires a substantial amount of organizational effort in terms of scheduling, finding classroom space and integration into existing curricula. Careful attention must be given specifically to the coordination of monoprofessional and interprofessional teaching units.
为应对人口结构变化以及医疗保健需求日益复杂的情况，国家和国际组织都要求各卫生专业之间加强合作。在医学、助产、护理和治疗等专业课程中实施跨专业学习项目的情况仍然很少见。德国目前正在开展首批此类项目。本文介绍了项目组织者在实施针对六个专业课程的跨专业课程过程中所积累的经验。
作为波鸿鲁尔大学医学院与健康应用科学大学应用健康科学系之间合作项目“医疗保健中的跨专业实践”的一部分，开发、讲授并评估了跨专业课程单元，目的是在这两所德国大学建立永久性的联合课程结构。四个课程单元的重点是传授沟通技巧、对其他卫生专业工作的了解和认识，以及让学生反思自己的专业角色和职责。学生们以跨专业小组的形式共同学习。
共有220名就读于职业治疗、助产、言语治疗、医学、护理和物理治疗专业的学生参加了小组研讨会。在组织和实施研讨会时，行政管理和方法上的挑战变得明显，在跨专业课程的未来发展中应予以考虑。面临的挑战包括融入现有课程，以及在各种课程安排中找到时间并为小组找到合适的教室空间。超过86%的学生认为让所有六个相关学位课程的学生都参与该项目很重要。后续将对内容和评估进行详细分析。
参与项目的学生证实了该项目尽可能纳入更多卫生专业和医学专业课程这一目标的价值。然而，要实现这一目标，在课程安排、寻找教室空间以及融入现有课程方面需要大量的组织工作。必须特别注意单一专业和跨专业教学单元的协调。
