Behrend Ronja, Czeskleba Anja, Rollinger Torsten, Petzold Mandy, Roa Romero Yadira, Raspe Raphael, Maaz Asja, Peters Harm
Charité - Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und Ausbildungsforschung, Berlin, Germany.
Charité - Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Arbeitsbereich Qualitätssicherung, Berlin, Germany.
GMS J Med Educ. 2020 Mar 16;37(2):Doc13. doi: 10.3205/zma001306. eCollection 2020.
Interprofessional education is becoming increasingly important for collaboration in patient care. In the national context, there are few empirical studies on the assessment of medical students as important stakeholders in their education. Students (N=2,974) participated in a semester-wide online evaluation of the modular curriculum of medicine at the Charité Berlin. Socio-demographic data (including gender, completion of prior education/studies), assessments of the relevance and extent of interprofessional collaboration and preferences for interprofessional education in various teaching formats were collected. In total, data from 1,019 students were included in the evaluation. The relevance of interprofessional collaboration was considered high by medical students. Female students rated the relevance higher than male students. The completion of pre-education (vocational training or study) had no additional influence. The actual implementation of interprofessional education was rated equally low by female and male students. Medical students rated patient-centred, interactive small group formats as particularly suitable for interprofessional education. There were no gender differences, but the effect was more pronounced among students with vocational training. The assessments of female and male students show a large difference between the perceived relevance and the actual implementation of interprofessional collaboration in the modular curriculum of medicine. This study provides an empirical basis for the actual implementation of interprofessional collaboration and students' views on suitable teaching formats for interprofessional education.
跨专业教育对于患者护理中的协作正变得越来越重要。在全国范围内，关于将医学生作为其教育中的重要利益相关者进行评估的实证研究很少。学生（N = 2974）参与了柏林夏里特医学院为期一学期的医学模块化课程在线评估。收集了社会人口统计学数据（包括性别、先前教育/学习的完成情况）、对跨专业协作的相关性和程度的评估以及对各种教学形式下跨专业教育的偏好。总共有1019名学生的数据被纳入评估。医学生认为跨专业协作的相关性很高。女学生对相关性的评分高于男学生。先前教育（职业培训或学习）的完成情况没有额外影响。跨专业教育的实际实施情况，男女生的评分同样较低。医学生认为以患者为中心的互动式小组形式特别适合跨专业教育。不存在性别差异，但在接受过职业培训的学生中这种效果更为明显。男女生的评估显示，在医学模块化课程中，跨专业协作的感知相关性与实际实施情况之间存在很大差异。本研究为跨专业协作的实际实施以及学生对跨专业教育合适教学形式的看法提供了实证依据。
