Careum Foundation, Zurich, Switzerland.
Zurich University of Applied Sciences, Bachelor "Biomedical Laboratory Diagnostics", Wädenswil, Switzerland.
GMS J Med Educ. 2022 Apr 14;39(2):Doc17. doi: 10.3205/zma001538. eCollection 2022.
In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education. New topics and educational settings take shape in the process of interprofessional education: patient perspectives and teaching formats, such as online courses, become more important or are newly established. The influence of the COVID-19 pandemic on interprofessional education is explored as well. Among many new interprofessional courses, particularly the implementation of interprofessional training wards in Germany and Switzerland are positive examples of successful interprofessional education. The objective of interprofessional education continues to be the acquisition of interprofessional competencies. The main focus is now centered on evaluating this educational format and testing for the corresponding competencies. In the future, more capacities will be required for interprofessional continuing education and post-graduate education. Structured research programs are essential to ascertain the effects of interprofessional education in the German-speaking countries. In this position paper the GMA committee on interprofessional education encourages further advancement of this topic and expresses the aim to continue cooperating with other networks to strengthen and intensify interprofessional education and collaboration in healthcare.
在地方倡议和发展资金计划的推动下，以德、奥、瑞三国为代表的德语国家已经将跨专业教育纳入国家课程。本文基于“3P 模型”（先兆、过程、结果），介绍了近年来德国、奥地利和瑞士跨专业教育的发展，并将其置于国际背景下进行讨论。法律框架等核心方面，包括对职业法规的修订以及网络的形成和教师的发展，是跨专业教育的基本要求。新的主题和教育环境在跨专业教育的过程中形成：患者视角和教学模式，如在线课程，变得更加重要或新建立。本文还探讨了 COVID-19 大流行对跨专业教育的影响。在众多新的跨专业课程中，特别是德国和瑞士实施的跨专业培训病房是成功跨专业教育的积极范例。跨专业教育的目标仍然是获得跨专业能力。目前的重点是集中评估这种教育模式并测试相应的能力。未来，跨专业继续教育和研究生教育将需要更多的能力。结构化的研究项目对于确定德语国家跨专业教育的效果至关重要。本文鼓励进一步推进这一主题，并表达了与其他网络继续合作的意愿，以加强和深化医疗保健领域的跨专业教育和合作。
