Reichel Kathrin, Dietsche Stefan, Hölzer Henrike, Ewers Michael
Charité - Universitätsmedizin Berlin, Department for Curriculum Management, Berlin, Germany; Charité - Universitätsmedizin Berlin, Institute of Health and Nursing Science, Berlin, Germany.
Alice Salomon University of Applied Sciences, Degree Course Physical/Occupational Therapy, Berlin, Germany.
GMS J Med Educ. 2016 Apr 29;33(2):Doc30. doi: 10.3205/zma001029. eCollection 2016.
The delivery of needs-based health care services requires a team-based and collaborative approach of different health professionals, which is not yet sufficienctliy implemented on a day to day basis. Interprofessional learning activities aim to respond to this in future. The cross-university pilot project interTUT used peer-assisted learning approaches and extracurricular tutorials in order address this issue.
During the pilot phase, eight students and trainees have been acquired. Together, they prepared and led four extracurricular tutorials on core topics of interprofessional cooperation and documented them in procedure manuals. The course was evaluated using a standardized participant survey (n=72) and two focus groups (n=3, n=5) in which participants were asked to reflect on their individual learning experiences. Descriptive statistics were used to analyze the survey data and the focus group material was interpreted using qualitative content analysis.
The results indicated a high level of satisfaction, acceptance of and further demand for peer-supported learning activities. The students and trainees reported changed attitudes and subjective knowledge growth regarding the other professional groups. The constructive learning atmosphere as well as having access to a forum for interprofessional exchange were equally valued.
Extracurricular tutorials offer a low-threshold and very promising point of contact for the facilitation of interprofessional teaching and learning. However, this should be viewed against the background that, as part of the pilot project, only a small number of students and trainees who were already interested in the topic could be reached by this optional course. A comprehensive, long-term trial of this teaching and learning format, its linkage to curricular courses, and further research on its education-specific and practice-related effects are, therefore, necessary.
提供基于需求的医疗保健服务需要不同医疗专业人员采取团队协作的方法，而目前在日常工作中这一点尚未得到充分落实。跨专业学习活动旨在未来解决这一问题。跨大学试点项目interTUT采用同伴辅助学习方法和课外辅导来解决这一问题。
在试点阶段，招募了8名学生和实习生。他们共同准备并主持了4次关于跨专业合作核心主题的课外辅导，并将其记录在操作手册中。使用标准化的参与者调查（n = 72）和两个焦点小组（n = 3，n = 5）对该课程进行评估，在焦点小组中，参与者被要求反思他们的个人学习经历。使用描述性统计分析调查数据，并采用定性内容分析法对焦点小组材料进行解读。
结果表明，参与者对同伴支持的学习活动满意度很高，接受度高且有进一步需求。学生和实习生报告称，他们对其他专业群体的态度发生了变化，主观知识有所增长。他们同样重视建设性的学习氛围以及有机会参与跨专业交流论坛。
课外辅导为促进跨专业教学与学习提供了一个门槛低且前景广阔的接触点。然而，应该考虑到，作为试点项目的一部分，这门选修课程只能接触到一小部分已经对该主题感兴趣的学生和实习生。因此，有必要对这种教学形式进行全面、长期的试验，将其与课程课程相联系，并进一步研究其在教育方面和与实践相关的效果。
