Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland.
Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland.
Med Educ Online. 2023 Dec;28(1):2198177. doi: 10.1080/10872981.2023.2198177.
Interprofessional education is expected to promote collaborative practice and should therefore be included in health professionals' curricula. Reports on interprofessional curricular development and its evaluation are rare. We therefore undertook a comprehensive quantitative and qualitative evaluation of a new, mandatory course on interprofessional collaboration for medical students during their third year of the Bachelor of Medicine study programme. The newly developed and implemented course spans over six weeks and was designed in a hybrid, flipped-classroom format. It incorporates experience- and case-based learning as well as interactions with other health professionals. Each student completes an eLearning and a clinical workshadowing individually before attending the - due to the pandemic - virtual live lectures. To assess quality and usefulness of teaching-learning formats and course structure to learn about interprofessional collaboration and to develop interprofessional competencies and identity, a quantitative and qualitative evaluation was performed with more than 280 medical students and 26 nurse educators from teaching hospitals using online surveys (open & closed-ended format). Data were analyzed descriptively and using content analysis processes. Students appreciated the flipped-classroom concept, the real-world case-based learning scenarios with interprofessional lecturer teams, and the possibility of an experience-based learning opportunity in the clinical setting including interaction with students and professionals from other health professions. Interprofessional identity did not change during the course. Evaluation data showed that the course is a promising approach for teaching-learning interprofessional competencies to medical students. The evaluation revealed three factors that determined the success of this course, namely, a flipped-classroom concept, the individual workshadowing of medical students with another health professional, mainly nurses, and live sessions with interprofessional teaching-learning teams. The course structure and teaching-learning methods showed potential and could serve as a template for interprofessional course development in other institutions and on other course topics.
跨专业教育有望促进协作实践，因此应纳入卫生专业人员的课程。关于跨专业课程开发及其评估的报告很少。因此，我们对医学生在医学学士第三年的一门新的强制性跨专业合作课程进行了全面的定量和定性评估。新开发并实施的课程跨越六周，采用混合式、翻转课堂的形式。它结合了体验式和基于案例的学习以及与其他卫生专业人员的互动。每位学生在参加由于疫情而转为虚拟现场讲座之前，分别完成在线学习和临床实习。为了评估教学形式和课程结构的质量和有用性，以了解跨专业合作以及发展跨专业能力和认同感，来自教学医院的 280 多名医学生和 26 名护理教育工作者使用在线调查（开放式和封闭式格式）进行了定量和定性评估。数据采用描述性和内容分析过程进行分析。学生们很欣赏翻转课堂的理念、具有跨专业讲师团队的现实世界案例学习场景，以及在临床环境中进行基于体验的学习机会的可能性，包括与来自其他健康专业的学生和专业人员进行互动。跨专业认同感在课程中没有改变。评估数据表明，该课程是向医学生教授跨专业能力的一种有前途的方法。评估结果表明，三个因素决定了这门课程的成功，即翻转课堂的理念、医学生与另一名卫生专业人员（主要是护士）的个体实习以及跨专业教学团队的现场会议。课程结构和教学方法显示出潜力，可以作为其他机构和其他课程主题的跨专业课程开发模板。
