"It is great what we have learned from each other!" - Bedside teaching in interprofessional small groups using the example of Parkinson's disease.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001661
Christine Schneider, Petra Anders, Thomas Rotthoff
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引用次数: 0

Abstract

Background: While patient care often involves interprofessional collaboration, interprofessional teaching formats with participants from medical and physiotherapy fields are still rare. Furthermore, interprofessional education often takes place as separate courses and is not integrated into the clinical curriculum. Therefore, the goal of this project was to develop and implement interprofessional content into bedside teaching.

Course development: The clinical subject of the course was "Parkinson's disease", as this condition allowed for the exemplary demonstration of interprofessional teamwork and different competencies. Through interprofessional bedside teaching and a specific clinical context, interprofessionalism was intended to be integrated and experienced as natural part of clinical practice. The bedside teaching was complemented with work in break-out groups and a lecture.

Evaluation: The course was first conducted in the winter semester 2021/22. Participants were medical and physiotherapy students. Teaching teams were also interprofessional. A concurrent evaluation was carried out using the University of the West of England Interprofessional Questionnaire (UWE-IP) before and after course participation. UWE-IP scores in all sub-scales indicated a positive attitude, except for the "Interprofessional Learning" scale among physiotherapy students, which reflected a neutral attitude. Significant group differences were observed in the same scale at the pre-course time point between medical and physiotherapy students (p<0.01) and among medical students before and after course participation (p=0.02).

Conclusion: The course proved to be well-suited for integrating interprofessional content into clinical education and can serve as a model for future teaching units. The evaluation reflected a positive attitude toward interprofessional learning.

"我们从彼此身上学到的东西太棒了!"- 以帕金森病为例,在跨专业小组中开展床边教学。
背景:虽然病人护理经常涉及跨专业合作,但由来自医学和物理治疗领域的人员参与的跨专业教学形式仍然很少见。此外,跨专业教育通常作为单独的课程进行,并未与临床课程相结合。因此,本项目的目标是在床边教学中开发和实施跨专业内容:课程开发:该课程的临床主题是 "帕金森病",因为这种疾病是跨专业团队合作和不同能力的典范。通过跨专业床边教学和特定的临床环境,跨专业精神有望融入临床实践,并成为临床实践的自然组成部分。床边教学与分组讨论和讲座相辅相成:该课程于 2021/22 年冬季学期首次开设。参与者为医学和物理治疗专业的学生。教学团队也是跨专业的。在参加课程前后,使用西英格兰大学跨专业问卷(UWE-IP)进行了同步评估。除了物理治疗专业学生对 "跨专业学习 "量表持中立态度外,UWE-IP 所有分量表的得分都表明他们持积极态度。在课程开始前的同一量表中,医科学生和物理治疗专业学生之间存在显著的组间差异(p 结论:事实证明,该课程非常适合将跨专业内容融入临床教育,可作为未来教学单位的典范。评估反映了学生对跨专业学习的积极态度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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