Geue Kristina, Körner Franziska, Appelt Jenny, Herberg Lea, Junne Florian Philipp
Department of Psychosomatic Medicine and Psychotherapy, Otto von Guericke University Magdeburg, University Hospital Magdeburg, Magdeburg, Germany.
Department for Student Affairs, Otto von Guericke University Magdeburg, Medical Faculty, Magdeburg, Germany.
Adv Med Educ Pract. 2025 Jun 14;16:1029-1037. doi: 10.2147/AMEP.S516776. eCollection 2025.
The quality of interprofessional collaboration significantly impacts the efficiency and effectiveness of healthcare, making it increasingly important in medical education. Strengthening team culture should be integrated into the medical curriculum as early as possible to lay the foundation for successful interprofessional collaboration.
At the University Medical Center Magdeburg (UMMD), a course titled "Team Competencies - Professional Collaboration in Medicine" was developed and implemented for third-year medical students. The course comprises two lectures and one seminar. The seminar focuses on firsthand experiences, conveyed through simulated interprofessional situations, including structured feedback sessions.
A total of 20 courses were conducted with 197 medical students. Attendance at the two lectures was optional, while the seminar was mandatory. The teaching concept demonstrated its practicality by using role-plays to create realistic learning experiences, further enhanced by the crucial element of differentiated and structured feedback. Self- and peer-reflective exercises promoted openness and communication skills in interprofessional contexts, as well as fundamental competencies in interprofessional collaboration.
Following the initial implementation phase of the new course, a further development phase is planned. This includes the introduction of an online self-learning module and the implementation of video feedback to intensify self-reflection. Additionally, there are plans to integrate this course with other modules and to establish a longitudinal approach to the overarching competency of interprofessionalism, as outlined in the NKLM 2.0. This will provide students with multiple opportunities to engage with interprofessionalism throughout their education, fostering the development of respectful and appreciative attitudes toward other healthcare professions.
跨专业协作的质量对医疗保健的效率和效果有重大影响，使其在医学教育中变得越来越重要。应尽早将加强团队文化纳入医学课程，为成功的跨专业协作奠定基础。
在马格德堡大学医学中心（UMMD），为三年级医学生开发并实施了一门名为“团队能力——医学中的专业协作”的课程。该课程包括两场讲座和一场研讨会。研讨会侧重于通过模拟跨专业情境传达的第一手经验，包括结构化反馈环节。
共举办了20期课程，有197名医学生参加。两场讲座为选修，而研讨会为必修。该教学理念通过角色扮演创造现实的学习体验，展示了其实用性，差异化和结构化反馈这一关键要素进一步增强了这种实用性。自我反思和同伴反思练习促进了跨专业背景下的开放性和沟通技巧，以及跨专业协作的基本能力。
在新课程的初始实施阶段之后，计划进入进一步开发阶段。这包括引入在线自学模块和实施视频反馈以加强自我反思。此外，计划将该课程与其他模块整合，并按照NKLM 2.0中概述的内容，建立一种针对跨专业主义总体能力的纵向方法。这将为学生在整个教育过程中提供多次参与跨专业主义的机会，培养对其他医疗专业的尊重和欣赏态度。
