ABSTRACT
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.
ABSTRACT
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.
Subject(s)
COVID-19 , Interprofessional Education , COVID-19/epidemiology , Curriculum , Health Occupations , Humans , PandemicsABSTRACT
Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.