1
|
Straub C, Heinzmann A, Krueger M, Bode SFN. Nursing staff's and physicians' acquisition of competences and attitudes to interprofessional education and interprofessional collaboration in pediatrics. BMC MEDICAL EDUCATION 2020; 20:213. [PMID: 32615959 PMCID: PMC7331121 DOI: 10.1186/s12909-020-02128-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Accepted: 06/25/2020] [Indexed: 05/25/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is deemed essential for interprofessional collaboration (IPC) in healthcare systems. IPC has positive effects for both patients and healthcare professionals. Especially in pediatrics, IPC is paramount for adequate care of patients and their families though there is a lack of data on the attitudes towards IPE and IPC and acquisition of respective competences in pediatric nursing and medical staff. METHODS Frequencies of interactions and attitudes towards IPE and IPC, with a focus on acquisition of competences for IPE and IPC, of nurses (N = 79) and physicians (N = 70) in a large pediatric university hospital were evaluated with an online questionnaire. RESULTS All participants worked as part of interprofessional teams, mostly consisting of nurses and physicians. The majority (94.9% (n = 75) of nurses and 100% (n = 70) of physicians) highly valued IPC. Medical doctors acquired most competences important for IPC during day-to-day work and reported a substantial lack of IPE. Nursing staff on the other hand did report significant interprofessional education during their training as well as ongoing interprofessional learning during day-to-day work. Nurses also appreciated IPE more. CONCLUSIONS Even though IPC is commonly reported in nurses and physicians working at a large pediatric university hospital there is a lack of structured IPE. A focus should be on IPE for nurses and physicians to enable them to effectively collaborate together. Political and local initiatives for IPE are gaining momentum but still need to be established nationally and internationally.
Collapse
Affiliation(s)
- Christine Straub
- Center for Pediatrics - Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Medical Faculty, University of Freiburg, Mathildenstrasse 1, 79106, Freiburg, Germany
| | - Andrea Heinzmann
- Center for Pediatrics - Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Medical Faculty, University of Freiburg, Mathildenstrasse 1, 79106, Freiburg, Germany
| | - Marcus Krueger
- Department of Neonatology, Harlaching, Munich Municipal Hospitals, Munich, Germany
| | - Sebastian F N Bode
- Center for Pediatrics - Department of general pediatrics, adolescent medicine, and neonatology, Medical Center, Medical Faculty, University of Freiburg, Mathildenstrasse 1, 79106, Freiburg, Germany.
| |
Collapse
|
2
|
Müller C, Füngerlings S, Tolks D. Teaching load - a barrier to digitalisation in higher education? A position paper on the framework surrounding higher education medical teaching in the digital age using Bavaria, Germany as an example. GMS JOURNAL FOR MEDICAL EDUCATION 2018; 35:Doc34. [PMID: 30186944 PMCID: PMC6120158 DOI: 10.3205/zma001180] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 10/24/2017] [Revised: 03/06/2018] [Accepted: 06/05/2018] [Indexed: 05/07/2023]
Abstract
This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teaching and learning formats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adapting the (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats.
Collapse
Affiliation(s)
- Christoph Müller
- Julius-Maximilians-University Würzburg, Dean's Office of the Faculty of Medicine, Würzburg, Germany
- *To whom correspondence should be addressed: Christoph Müller, Julius-Maximilians-University Würzburg, Dean's Office of the Faculty of Medicine, Josef-Schneider-Str. 2, D-97080 Würzburg, Germany, Phone: +49-(0)931/201-55230, Fax +49-(0)931/201-6055230, E-mail:
| | - Saskia Füngerlings
- University Hospital, Ludwig-Maximilians-University Munich, Institute for Didactics and Educational Research in Medicine, Munich, Germany
| | - Daniel Tolks
- University Hospital, Ludwig-Maximilians-University Munich, Institute for Didactics and Educational Research in Medicine, Munich, Germany
- Leuphana University Lüneburg, Centre for Applied Health Sciences, Lüneburg, Germany
| | | |
Collapse
|
3
|
Stock-Schröer B, Huber R, Joos S, Klose P. Evaluation of the current status of Rehabilitation, Physical Medicine and Naturopathy education 10 years after the reform of the Medical Licensure Act - a nationwide survey of German Medical Universities. GMS JOURNAL FOR MEDICAL EDUCATION 2017; 34:Doc3. [PMID: 28293670 PMCID: PMC5327655 DOI: 10.3205/zma001080] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2016] [Revised: 12/12/2016] [Accepted: 12/15/2016] [Indexed: 06/06/2023]
Abstract
Introduction: After the reform of the German Medical Licensure Act of 2003, Rehabilitation, Naturopathy and Physical Medicine were integrated into one discipline to be taught in Medical University. The aim of this survey is to determine the outcome of this change by evaluating the current status of education of these three disciplines based on the experience and satisfaction reported by lecturers responsible for teaching these subjects to medical students. Methods: A questionnaire-based survey. A paper version of the questionnaire for each discipline was posted to each Medical University in Germany. The first part asked about the current status of teaching; the second part asked about facilities and requirements; the third part asked respondents to give information on their career and teaching experience in this subject Results: The response rate was 51.5% for Rehabilitation, 48.5% for Physical Medicine and 60.6% for Naturopathy. A vast range of people and faculties were involved in the curricula. The percentage of each discipline taught was unevenly distributed: the major proportion being rehabilitation (38%), then naturopathy 34% lastly physical medicine with less than a third (28%). The main delivery of these disciplines was through lectures in plenary sessions. Modern teaching methods were not in evidence. Lecturers were generally pleased to be working with the combination of the three disciplines. Conclusion: Future medical education should improve upon teaching coordination and aim towards a common curriculum for these three disciplines. Expected future changes to medical curricula will provide opportunities to improve the implementation of Rehabilitation, Physical Medicine and Naturopathy in teaching and research.
Collapse
Affiliation(s)
| | - Roman Huber
- University Medical Centre Freiburg, Centre for Complementary Medicine, Institute for Environmental Health Sciences and Infection Control, Freiburg, Germany
| | - Stefanie Joos
- University of Tuebingen, Medical Faculty, Tübingen, Germany
- University Hospital Tuebingen, Institute for General Practice, Tübingen, Germany
| | - Petra Klose
- University of Duisburg-Essen, Faculty of Medicine, Essen, Germany
- Kliniken Essen-Mitte, Department of Internal and Integrative Medicine, Essen, Germany
| |
Collapse
|
4
|
Spura A, Werwick K, Feißel A, Gottschalk M, Winkler-Stuck K, Robra BP, Braun-Dullaeus RC, Stieger P. Preparation courses for medical clerkships and the final clinical internship in medical education - The Magdeburg Curriculum for Healthcare Competence. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc40. [PMID: 27275505 PMCID: PMC4894360 DOI: 10.3205/zma001039] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 08/14/2015] [Revised: 02/22/2016] [Accepted: 02/25/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND/GOALS Supporting medical students entering their internships - the clinical clerkship and the internship "final clinical year" (Praktisches Jahr, PJ) - the seminars "Ready for Clerkship" and "Ready for PJ" were held for the first time in 2014 and continued successfully in 2015. These seminars are part of the "Magdeburg Curriculum for Healthcare Competence" (Magdeburger Curriculum zur Versorgungskompetenz, MCV). The concept comprises three main issues: "Understanding interdisciplinary clinical procedures", "Interprofessional collaboration", and "Individual cases and their reference to the system." The aim of the seminar series is to prepare students as medical trainees for their role in the practice-oriented clinical clerkship and PJ, respectively. METHODS Quality assurance evaluations and didactic research are integral parts of the seminars. In preparation for the "Ready for PJ" seminar a needs assessment was conducted. The seminars were rated by the participants using an anonymized questionnaire consisting of a 5-choice Likert scale (ranging from 1=fully agree to 5=fully disagree) and spaces for comments that was generated by the evaluation software Evasys. RESULTS The results are presented for the preparatory seminars "Ready for Clerkship" and "Fit für PJ" held in 2014 and 2015. Overall, the students regarded the facultative courses as very good preparation for the clerkship as well as for the PJ. The three-dimensional main curricular concept of the MCV was recognized in the evaluation as a valuable educational approach. Interprofessional collaboration, taught by instructors focussing in teamwork between disciplines, was scored positively and highly valued. CONCLUSIONS The "Magdeburg Curriculum for Healthcare Competence" (MCV) integrates clerkship and PJ in a framing educational concept and allows students a better appreciation of their role in patient care and the tasks that they will face. The MCV concept can be utilized in other practice-oriented phases (nursing internship, bed-side teaching, block internships).
Collapse
Affiliation(s)
- Anke Spura
- Otto-von-Guericke-Universität Magdeburg, Institut für Sozialmedizin und Gesundheitsökonomie, Magdeburg, Deutschland
| | - Katrin Werwick
- Otto-von-Guericke-Universität Magdeburg, Studiendekanat der Medizinischen Fakultät, Skillslab MAMBA, Magdeburg, Deutschland
| | - Annemarie Feißel
- Otto-von-Guericke-Universität Magdeburg, Institut für Sozialmedizin und Gesundheitsökonomie, Magdeburg, Deutschland
| | - Marc Gottschalk
- Universitätsklinikum Magdeburg, Universitätsklinik für Kardiologie und Angiologie, Magdeburg, Deutschland
| | - Kirstin Winkler-Stuck
- Otto-von-Guericke-Universität Magdeburg, Studiendekanat der Medizinischen Fakultät, Skillslab MAMBA, Magdeburg, Deutschland
| | - Bernt-Peter Robra
- Otto-von-Guericke-Universität Magdeburg, Institut für Sozialmedizin und Gesundheitsökonomie, Magdeburg, Deutschland
| | - Rüdiger C. Braun-Dullaeus
- Universitätsklinikum Magdeburg, Universitätsklinik für Kardiologie und Angiologie, Magdeburg, Deutschland
| | - Philipp Stieger
- Universitätsklinikum Magdeburg, Universitätsklinik für Kardiologie und Angiologie, Magdeburg, Deutschland
| |
Collapse
|
5
|
Tolks D, Schäfer C, Raupach T, Kruse L, Sarikas A, Gerhardt-Szép S, Kllauer G, Lemos M, Fischer MR, Eichner B, Sostmann K, Hege I. An Introduction to the Inverted/Flipped Classroom Model in Education and Advanced Training in Medicine and in the Healthcare Professions. GMS JOURNAL FOR MEDICAL EDUCATION 2016; 33:Doc46. [PMID: 27275511 PMCID: PMC4894356 DOI: 10.3205/zma001045] [Citation(s) in RCA: 71] [Impact Index Per Article: 8.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Revised: 03/04/2016] [Accepted: 03/16/2016] [Indexed: 05/07/2023]
Abstract
In describing the inverted classroom model (ICM), the following paper is meant to provide an introduction to the subject matter and to serve as a practical guide for those wishing to employ its methods in basic and advanced medical training and education. The ICM is a blended-learning method in which a self-directed learning phase (individual phase) precedes the classroom-instruction phase. During the online phase, factual knowledge is imparted that serves as a basis for the classroom phase. The classroom phase should subsequently be used to assimilate and implement the previously gained knowledge. In contrast, traditional course concepts impart factual knowledge in lectures, for example, or in other face-to-face teaching formats and are followed by the students' self-instruction in order to assimilate this knowledge. The goal of the ICM is the shift from passive learning to accelerated learning in order to foster learning at cognitively demanding levels such as analysis, synthesis and evaluation. The concurrent increase in production and use of screencasts and educational videos, the Open Educational Resources "movement" and the widespread use of Massive Open Online Courses (MOOCS) have contributed to the increased dissemination of the inverted-classroom method. The intention of the present paper is to provide an introduction to the subject matter and simultaneously to offer a short overview of important projects and research results in the field of medical education and other health professions. Furthermore, an outline is given of the advantages and disadvantages of the model as well as its potential benefit to the future of medical education and training.
Collapse
Affiliation(s)
- Daniel Tolks
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
- *To whom correspondence should be addressed: Daniel Tolks, Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, Ziemssenstraße 1, D-80336 München, Deutschland, E-mail:
| | - Christine Schäfer
- Philipps Universität Marburg, Fachbereich Medizin - Studiendekanat, Marburg, Deutschland
| | - Tobias Raupach
- Universitätsmedizin Göttingen, Studiendekanat, Medizindidaktik und Ausbildungsforschung, Göttinge, Deutschland
- University College London, Health Behaviour Research Centre, London, UK
| | - Leona Kruse
- CAU Kiel, Medizinische Fakultät, Studiendekanat, Koordination E-Learning, Kiel, Deutschland
| | - Antonio Sarikas
- Technische Universität München (TUM), Fakultät für Medizin, Institut für Pharmakologie und Toxikologie, München, Deutschland
| | - Susanne Gerhardt-Szép
- Goethe-Universität, Carolinum Zahnärztliches Universitäts-Institut gGmbH, Poliklinik Zahnerhaltungskunde, Frankfurt am Main, Deutschland
| | - Gertrud Kllauer
- Goethe-Universität Frankfurt FB 16 Medizin, Dr. Senckenbergische Anatomie- Anatomisches Institut II, Frankfurt, Deutschland
| | - Martin Lemos
- RWTH Aachen, Metizinische Fakultät, Audiovisionelles Mediencentrum, Aachen, Deutschland
| | - Martin R. Fischer
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
| | - Barbara Eichner
- Universität Ulm, Medizinische Fakultät, Studiendekanat Molekulare Medizin, Kompetenzzentrum eLearning in der Medizin BW, Ulm, Deutschland
| | - Kai Sostmann
- Charité - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Deutschland
| | - Inga Hege
- Klinikum der Universität München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Deutschland
- Geisel School of Medicine at Dartmouth, USA
| |
Collapse
|