Dahmen Uta, Schulze Christine, Schindler Claudia, Wick Katharina, Schwartze Dominique, Veit Andrea, Smolenski Ulrich
University Hospital Jena, Department of General, Visceral, and Vascular Surgery, Experimental Transplantation Surgery, Jena, Germany.
University Hospital Jena, Institute of Psychosocial Medicine and Psychotherapy, Jena, Germany.
GMS J Med Educ. 2016 Apr 29;33(2):Doc33. doi: 10.3205/zma001032. eCollection 2016.
Interprofessional collaboration is crucial to the optimization of patient care.
This paper aims to provide recommendations for implementing an innovative constructivist educational concept with the core element of video-based self-assessment.
A course for students in medicine, physiotherapy, and nursing was developed through interprofessional, cross-institutional collaboration. The course consisted of drawing on prior knowledge about the work done by each professional group in regard to a specific clinical scenario and an interprofessional treatment situation, filming a role play of this treatment situation, and a structured self-assessment of the role play. We evaluated the preparation and implementation of the three courses conducted thus far. Concrete recommendations for implementation were made based on evaluation sheets (students), open discussions (tutors, instructors, institutions) and recorded meeting minutes (project managers, project participants).
Basic recommendations for implementation include: selecting appropriate criteria for self-assessment and a simulated situation that offers members of each professional group an equal opportunity to act in the role play. In terms of administrative implementation we recommend early coordination among the professions and educational institutions regarding the target groups, scheduling and attendance policy to ensure participant recruitment across all professions. Procedural planning should include developing teaching materials, such as the case vignette and treatment scenario, and providing technical equipment that can be operated intuitively in order to ensure efficient recording.
These recommendations serve as an aid for implementing an innovative constructivist educational concept with video-based self-assessment at its core.
跨专业协作对于优化患者护理至关重要。
本文旨在为实施一种以基于视频的自我评估为核心要素的创新性建构主义教育理念提供建议。
通过跨专业、跨机构协作，为医学、物理治疗和护理专业的学生开发了一门课程。该课程包括借鉴每个专业小组在特定临床场景和跨专业治疗情境中所做工作的先前知识，拍摄该治疗情境的角色扮演视频，以及对角色扮演进行结构化的自我评估。我们评估了迄今为止所开展的三门课程的筹备和实施情况。基于评估表（学生）、公开讨论（导师、教员、机构）以及记录的会议纪要（项目经理、项目参与者），提出了具体的实施建议。
实施的基本建议包括：为自我评估选择合适的标准以及提供一种模拟情境，使每个专业小组的成员在角色扮演中有平等的表现机会。在行政实施方面，我们建议各专业和教育机构尽早就目标群体、日程安排和出勤政策进行协调，以确保所有专业都能招募到参与者。程序规划应包括开发教学材料，如病例 vignette 和治疗场景，并提供易于直观操作的技术设备，以确保高效录制。
这些建议有助于实施一种以基于视频的自我评估为核心的创新性建构主义教育理念。
