Straub Christine, Krüger Marcus, Bode Sebastian
Center for Pediatrics-Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center-University of Freiburg, Faculty of Medicine, University of Freiburg, Germany.
Center for Pediatrics-Department of General Pediatrics, Adolescent Medicine, and Neonatology, Medical Center-University of Freiburg, Faculty of Medicine, University of Freiburg, Germany; Department of Neonatology, Harlaching, Munich Municipal Hospitals, Munich, Germany.
Ann Anat. 2017 Sep;213:62-68. doi: 10.1016/j.aanat.2017.04.003. Epub 2017 May 25.
Interprofessional collaboration between different professional groups in the health care system is essential to efficient and effective patient care. Especially in pediatrics, in the field of child protection, and family services it is mandatory to involve experts from different health-care professions to optimize support for children and their families. Interprofessional education in medical schools and specifically in pediatrics is rare in Germany, but is called for by the German National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). We developed an interprofessional course aimed at bringing medical students together with students of psychology, social work, clinical education, and educational science to learn from, about and with each other in the context of child protection and family services. This offers opportunities for all participants to understand profession-specific competencies, roles, attitudes, and limits of their professional roles. The course is led by an interprofessional teaching tandem (social scientist & physician); further input is provided by other health and social care professionals. After the students get a brief overview about the requirements for a successful interprofessional cooperation they solve case studies in interprofessional teams with online support by the teaching tandem. We assess the feasibility and acceptability of this interprofessional course and describe challenges encountered when conducting this kind of learning concept for health care professions. All conducted courses over five consecutive terms were evaluated with an arithmetic mean of AM=1.32 on a 6-point scale (1="excellent", 6="insufficient"), the teaching tandem was evaluated with AM=1.1. All participants (N=85 complete evaluations) voted for the course to be continued in the following terms. Especially the opportunity to discuss cases with students from different degree programs was highly valued as were interprofessional discussions and more in-depth understanding of other professions' competencies and roles.
医疗保健系统中不同专业群体之间的跨专业合作对于高效且有效地提供患者护理至关重要。尤其是在儿科、儿童保护领域和家庭服务中，必须让来自不同医疗保健专业的专家参与进来，以优化对儿童及其家庭的支持。在德国，医学院校尤其是儿科领域的跨专业教育很少见，但德国本科医学教育基于国家能力的学习目标目录（NKLM）对此有所呼吁。我们开发了一门跨专业课程，旨在将医学生与心理学、社会工作、临床教育和教育科学专业的学生聚集在一起，以便在儿童保护和家庭服务的背景下相互学习、了解彼此。这为所有参与者提供了机会，使其能够理解特定专业的能力、角色、态度以及其专业角色的局限性。该课程由一个跨专业教学团队（社会科学家和医生）授课；其他健康和社会护理专业人员提供进一步的指导。在学生们简要了解成功开展跨专业合作的要求之后，他们在教学团队的在线支持下，以跨专业团队的形式解决案例研究。我们评估了这门跨专业课程的可行性和可接受性，并描述了在为医疗保健专业开展这种学习概念时遇到的挑战。连续五个学期开展的所有课程在6分制量表上的算术平均值为AM = 1.32（1 = “优秀”，6 = “不足”），教学团队的评分为AM = 1.1。所有参与者（N = 85份完整评估）都投票支持该课程在接下来的学期继续开设。特别是与来自不同学位课程的学生讨论案例的机会受到高度重视，跨专业讨论以及对其他专业能力和角色的更深入理解也备受珍视。
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