Knowledge Construction Lab, Leibniz-Institut fuer Wissensmedien, 72076 Tuebingen, Germany.
Department for Psychology, Eberhard Karls University, 72076 Tuebingen, Germany.
Int J Environ Res Public Health. 2020 May 14;17(10):3410. doi: 10.3390/ijerph17103410.
The health care system is increasingly complex and specialized, but it presents the actors involved with the challenge of working together in interprofessional teams. One way to meet this challenge is through interprofessional training approaches, where representatives of different professions learn together with learners of other professions. This article contributes to the question of how interprofessional teaching in health care education can be designed with a low threshold by using digital media. We focus on learning with digital learning platforms and learning with videos. Based on existing empirical findings, these approaches are discussed in terms of their potential and limitations for interprofessional teaching. In particular, we examine how these approaches influence the core competence domains of interprofessional collaborative practice. Digital collaborative learning platforms are suitable for teaching interprofessional competences, since they enable social and professional exchange among learners of different professions. Videos are suitable for imparting medical declarative and procedural knowledge. Based on these considerations, the use of videos in combination with interaction possibilities is presented as a didactic approach that can combine the aspect of knowledge transfer with the possibility of interprofessional computer-based collaboration.
医疗保健系统日益复杂和专业化，但它为相关参与者带来了共同协作的挑战，需要以跨专业团队的形式开展工作。一种应对这一挑战的方法是通过跨专业培训方法，让不同专业的代表与其他专业的学习者一起学习。本文探讨了如何通过使用数字媒体以低门槛实现医疗保健教育中的跨专业教学。我们重点介绍了使用数字学习平台和视频进行学习的方法，并根据现有实证研究结果，讨论了这些方法在跨专业教学方面的潜力和局限性。特别是，我们研究了这些方法如何影响跨专业协作实践的核心能力领域。数字协作学习平台适合教授跨专业能力，因为它们可以促进不同专业学习者之间的社交和专业交流。视频适合传授医学陈述性和程序性知识。基于这些考虑，我们提出了一种将视频与互动可能性相结合的教学方法，这种方法可以将知识传授的方面与跨专业基于计算机的协作的可能性结合起来。
