Schwarzbeck Veronika, Hundertmark Jan, Wipfler Katja, Mahler Cornelia, Frankenhauser Susanne, Schultz Jobst-Hendrik
University Hospital Heidelberg, Department of General Practice and Health Services Research, Heidelberg, Germany.
University Hospital Heidelberg, Clinic for General Internal Medicine and Psychosomatics, Heidelberg, Germany.
GMS J Med Educ. 2019 Feb 15;36(1):Doc4. doi: 10.3205/zma001212. eCollection 2019.
The significance of interprofessional education (IPE) for interprofessional collaboration (IPC) and thus optimal patient care is widely recognised. As a starting point for a needs-based IPE development, we conducted focus groups interviews with students of different health professions. We assessed experiences with IPE and IPC, ascertained resulting IPE needs, and discussed opportunities for curricular implementation, to meet long-term challenges to health care. Using semi-structured interview guides, we conducted five focus groups with altogether 18 trainees of different health professions and students of medicine and Interprofessional Health Care. We transcribed and analysed the data using qualitative content analysis. Three main categories of IPE approaches emerged out of the analysis: "content", "settings", and "challenges". Contents as suggested by focus group participants are sessions about basic knowledge, practical skills, communication and interprofessional collaboration. The settings should comprise different forms and methods of teaching and didactic designs. As challenges, participants named unfamiliarity, teacher demands, differences in needs, diverging curriculum structures, heterogeneous prior knowledge, and aspects of timing. Based on their prior experiences with IPC and IPE in other contexts, participants generated diverse ideas for new interprofessional courses and potential application in other IPC/IPE settings. This allows to integrate new IPE approaches into curriculum development.
跨专业教育（IPE）对于跨专业协作（IPC）以及实现最佳患者护理的重要性已得到广泛认可。作为基于需求的IPE发展的起点，我们对不同健康专业的学生进行了焦点小组访谈。我们评估了IPE和IPC的经验，确定了由此产生的IPE需求，并讨论了课程实施的机会，以应对医疗保健的长期挑战。我们使用半结构化访谈指南，与不同健康专业的18名学员以及医学和跨专业医疗保健专业的学生进行了五个焦点小组访谈。我们使用定性内容分析法对数据进行了转录和分析。分析得出了IPE方法的三个主要类别：“内容”、“环境”和“挑战”。焦点小组参与者提出的内容包括关于基础知识、实践技能、沟通和跨专业协作的课程。环境应包括不同的教学形式、方法和教学设计。作为挑战，参与者提到了不熟悉、教师要求、需求差异、课程结构不同、先验知识各异以及时间安排方面的问题。基于他们在其他背景下的IPC和IPE经验，参与者为新的跨专业课程提出了各种想法，并探讨了在其他IPC/IPE环境中的潜在应用。这有助于将新的IPE方法整合到课程开发中。
