Abstract Background As the scientific discourse about interprofessional learning, teaching, and practice has been gaining momentum in recent years, German-speaking countries still have a considerable amount of catching up to do compared with other countries. The discourse about stereotypes and their effects may serve as an example in this respect. Objective We set out to establish which theoretical and methodological approaches have been used in research on stereotypes endorsed by health professions students and which empirical findings are currently available on the effects of such stereotypes on interprofessional learning, teaching and practice. The main goal was to summarize the current research, to point out research desiderata and identify starting points for further research about this topic. Methods A broad narrative review of English and German literature was performed. Results were prepared, reflected and descriptive and analytical summarized. Results International research on stereotypes of health professions students in the interprofessional discourse is characterized by social-psychological theoretical and quantitative-empirical methodological approaches. Heterogeneous study designs limit the comparability and generalizability of current study findings. Answers to questions of whether and how stereotypes can be influenced through interprofessional learning, teaching, and practice were inconsistent in the literature. Conclusion Research findings on stereotypes endorsed by health professions students provided interesting theoretical and empirical perspectives for the debate surrounding interprofessional learning, teaching, and practice. These perspectives should be used to guide and stimulate further research on this topic in German-speaking countries.
{"title":"Stereotypes in health professional students – perspectives for research about interprofessional learning, teaching and working / Stereotype von Lernenden in den Gesundheitsprofessionen – Perspektiven für die Forschung zum interprofessionellen Lernen, Lehren und Arbeiten","authors":"H. Wild, M. Ewers","doi":"10.1515/ijhp-2017-0026","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0026","url":null,"abstract":"Abstract Background As the scientific discourse about interprofessional learning, teaching, and practice has been gaining momentum in recent years, German-speaking countries still have a considerable amount of catching up to do compared with other countries. The discourse about stereotypes and their effects may serve as an example in this respect. Objective We set out to establish which theoretical and methodological approaches have been used in research on stereotypes endorsed by health professions students and which empirical findings are currently available on the effects of such stereotypes on interprofessional learning, teaching and practice. The main goal was to summarize the current research, to point out research desiderata and identify starting points for further research about this topic. Methods A broad narrative review of English and German literature was performed. Results were prepared, reflected and descriptive and analytical summarized. Results International research on stereotypes of health professions students in the interprofessional discourse is characterized by social-psychological theoretical and quantitative-empirical methodological approaches. Heterogeneous study designs limit the comparability and generalizability of current study findings. Answers to questions of whether and how stereotypes can be influenced through interprofessional learning, teaching, and practice were inconsistent in the literature. Conclusion Research findings on stereotypes endorsed by health professions students provided interesting theoretical and empirical perspectives for the debate surrounding interprofessional learning, teaching, and practice. These perspectives should be used to guide and stimulate further research on this topic in German-speaking countries.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"53 1","pages":"79 - 89"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72636028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U. Eckler, A. Greisberger, Franziska Höhne, P. Putz
Abstract Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree) at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94), or with a blended learning model (intervention-group, n=93). Long-term effects (1.5 year follow-up) on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282). Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis) at the long-term (p<0,01; r=-0,33). In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge) and 2 (understanding) (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively). Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.
{"title":"Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernerg","authors":"U. Eckler, A. Greisberger, Franziska Höhne, P. Putz","doi":"10.1515/ijhp-2017-0025","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0025","url":null,"abstract":"Abstract Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree) at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94), or with a blended learning model (intervention-group, n=93). Long-term effects (1.5 year follow-up) on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282). Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis) at the long-term (p<0,01; r=-0,33). In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge) and 2 (understanding) (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively). Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"96 1","pages":"109 - 121"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82523892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Interprofessional cooperation is attributed a special significance in overcoming new challenges in the health system. For the educational system, this means the development of innovative teaching and learning formats that encourages interaction between students from different professions within healthcare. In Germany in the state of North Rhine-Westphalia (NRW), eleven model courses of study for healthcare and nursing professions have been developed and evaluated. Evaluation reports do not tell whether social interaction between students of different professions is promoted. The following study investigates to what extent interprofessionality is incorporated into the model courses of study for healthcare and nursing professions in NRW and to what extent the courses of study include social interaction between students of different professions. In addition, an analysis is made as to what extent structural and organisational conditions and the course management influence the (further) development of the courses with a view to interprofessionality. Structured expert interviews have been carried out with those responsible for the courses of study, for a total of seven model courses. These have then been evaluated using qualitative content analysis. The promotion of interprofessional expertise is incorporated into all model study courses that were considered and is generally governed by international standards. Six of the seven courses of study offer social interaction between students of different professions. Valuable hints for interprofessional education at colleges for health could be achieved.
{"title":"Interprofessionality in the model courses of study for healthcare and nursing professions in North Rhine-Westphalia, Germany / Interprofessionalität in den Modellstudiengängen der Pflege- und Gesundheitsberufe in Nordrhein-Westfalen","authors":"Anke Hallwaß, Wibke Hollweg","doi":"10.1515/ijhp-2017-0023","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0023","url":null,"abstract":"Abstract Interprofessional cooperation is attributed a special significance in overcoming new challenges in the health system. For the educational system, this means the development of innovative teaching and learning formats that encourages interaction between students from different professions within healthcare. In Germany in the state of North Rhine-Westphalia (NRW), eleven model courses of study for healthcare and nursing professions have been developed and evaluated. Evaluation reports do not tell whether social interaction between students of different professions is promoted. The following study investigates to what extent interprofessionality is incorporated into the model courses of study for healthcare and nursing professions in NRW and to what extent the courses of study include social interaction between students of different professions. In addition, an analysis is made as to what extent structural and organisational conditions and the course management influence the (further) development of the courses with a view to interprofessionality. Structured expert interviews have been carried out with those responsible for the courses of study, for a total of seven model courses. These have then been evaluated using qualitative content analysis. The promotion of interprofessional expertise is incorporated into all model study courses that were considered and is generally governed by international standards. Six of the seven courses of study offer social interaction between students of different professions. Valuable hints for interprofessional education at colleges for health could be achieved.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"17 1","pages":"100 - 108"},"PeriodicalIF":0.0,"publicationDate":"2017-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91365567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Aftenberger, G. Schwarze, B. Salchinger, A. Rother
Abstract Introduction The International Classification of Functioning Disability and Health (ICF) provides the language and a framework applying a unified and standardized form to describe health and conditions related to health. Teams who work in an interdisciplinary and multi professional way, as it is the case in neuro rehabilitation, can profit from integrating the ICF. The aim of this paper was to show how well implemented the ICF is in Austria with occupational therapists, speech and language therapists and physiotherapists working in neuro rehabilitation. Methods The present paper is a follow-up project of the APPEAR study. An extended questionnaire, which has been sent to 109 therapists working in Austrian neurologic rehabilitation facilities forms the basis for the results presented here. Results 64 questionnaires were returned from occupational therapists, speech and language therapists and physio therapists and were used for evaluation. 50% of the therapists who answered the questionnaire (n=25) stated that the ICF has already been implemented in their institution. Therapists often applied ICF (n=35) when using common documentation systems. Additionally, therapists consider the ICF an aid to support interdisciplinary and multi professional work. The therapists also stated (n=27) that they are not satisfied with the ICF when inpatients become outpatients. Conclusions Many therapists answering the questionnaire consider the ICF an important tool for optimizing the rehabilitation process. Barriers contributing to hindering an implementation of the ICF should be eliminated in the future. In order to achieve that aim, institutions should provide time and financial resources to further the education of their employees.
{"title":"The International Classification of Functioning, Disability and Health (ICF) in neurorehabilitation in Austria. Comparison of the healthprofessions occupational therapy, speech-and language therapy and physiotherapy / Die Internationale Klassifikation der Funktionsfähigkeit, Behinderung und Gesundhe","authors":"H. Aftenberger, G. Schwarze, B. Salchinger, A. Rother","doi":"10.1515/ijhp-2017-0024","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0024","url":null,"abstract":"Abstract Introduction The International Classification of Functioning Disability and Health (ICF) provides the language and a framework applying a unified and standardized form to describe health and conditions related to health. Teams who work in an interdisciplinary and multi professional way, as it is the case in neuro rehabilitation, can profit from integrating the ICF. The aim of this paper was to show how well implemented the ICF is in Austria with occupational therapists, speech and language therapists and physiotherapists working in neuro rehabilitation. Methods The present paper is a follow-up project of the APPEAR study. An extended questionnaire, which has been sent to 109 therapists working in Austrian neurologic rehabilitation facilities forms the basis for the results presented here. Results 64 questionnaires were returned from occupational therapists, speech and language therapists and physio therapists and were used for evaluation. 50% of the therapists who answered the questionnaire (n=25) stated that the ICF has already been implemented in their institution. Therapists often applied ICF (n=35) when using common documentation systems. Additionally, therapists consider the ICF an aid to support interdisciplinary and multi professional work. The therapists also stated (n=27) that they are not satisfied with the ICF when inpatients become outpatients. Conclusions Many therapists answering the questionnaire consider the ICF an important tool for optimizing the rehabilitation process. Barriers contributing to hindering an implementation of the ICF should be eliminated in the future. In order to achieve that aim, institutions should provide time and financial resources to further the education of their employees.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"2015 1","pages":"137 - 146"},"PeriodicalIF":0.0,"publicationDate":"2017-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87105499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kelli L. Kramer-Jackman, D. Sabata, H. Gibbs, J. Bielby, Jessie Bucheit, S. Bloom, Sarah Shrader
Abstract Introduction Coordinating student schedules, physical space, and faculty time are commonly reported barriers to successful interprofessional education. Use of online technologies to overcome these barriers and support online team simulation is a topic that deserves serious academic review. Methods The Interprofessional Plan of Care - Simulated E-hEalth Delivery System (IPOC-SEEDS) is a student-directed online simulation where students experience a collaborative plan of care meeting with simultaneous team electronic health record utilization. The authors describe the IPOC-SEEDS simulation to serve as a model for replication or modification. IPOC-SEEDS objectives address Interprofessional Education Collaborative competencies (IPEC), electronic health record (EHR) navigation, simulation effectiveness, and technology utilization. Results Overall, IPOC-SEEDS objectives were effectively met through simulation evaluations, student-led debriefing evaluations, in-person student feedback, and faculty feedback results supporting the online simulation and technology evolutions. The objectives, based on IPEC and informatics competencies, were achieved. Students from nursing, nutrition, pharmacy, occupational therapy, and health information management participated in the simulation using EHR and online meeting software, receiving valuable interprofessional practice. Technology utilization results were adequate, but did improve in subsequent simulations after modifying the technology selected. Discussion The simulation provided an experience where students demonstrated interprofessional collaborative skills that they can use in their future practice. Online technologies can provide a platform for the high-quality interprofessional simulation to address common interprofessional education barriers and provide access to interprofessional education for distance-learning students and providers. Online simulation developers (hospitals, health departments, universities) can use the authors’ process steps as a model for online simulation replication.
{"title":"Creating an Online Interprofessional Collaborative Team Simulation to Overcome Common Barriers of Interprofessional Education / Eine internetbasierte, interprofessionelle Teamsimulation zur Überwindung organisatorischer Hürden in der interprofessionellen Ausbildung","authors":"Kelli L. Kramer-Jackman, D. Sabata, H. Gibbs, J. Bielby, Jessie Bucheit, S. Bloom, Sarah Shrader","doi":"10.1515/ijhp-2017-0022","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0022","url":null,"abstract":"Abstract Introduction Coordinating student schedules, physical space, and faculty time are commonly reported barriers to successful interprofessional education. Use of online technologies to overcome these barriers and support online team simulation is a topic that deserves serious academic review. Methods The Interprofessional Plan of Care - Simulated E-hEalth Delivery System (IPOC-SEEDS) is a student-directed online simulation where students experience a collaborative plan of care meeting with simultaneous team electronic health record utilization. The authors describe the IPOC-SEEDS simulation to serve as a model for replication or modification. IPOC-SEEDS objectives address Interprofessional Education Collaborative competencies (IPEC), electronic health record (EHR) navigation, simulation effectiveness, and technology utilization. Results Overall, IPOC-SEEDS objectives were effectively met through simulation evaluations, student-led debriefing evaluations, in-person student feedback, and faculty feedback results supporting the online simulation and technology evolutions. The objectives, based on IPEC and informatics competencies, were achieved. Students from nursing, nutrition, pharmacy, occupational therapy, and health information management participated in the simulation using EHR and online meeting software, receiving valuable interprofessional practice. Technology utilization results were adequate, but did improve in subsequent simulations after modifying the technology selected. Discussion The simulation provided an experience where students demonstrated interprofessional collaborative skills that they can use in their future practice. Online technologies can provide a platform for the high-quality interprofessional simulation to address common interprofessional education barriers and provide access to interprofessional education for distance-learning students and providers. Online simulation developers (hospitals, health departments, universities) can use the authors’ process steps as a model for online simulation replication.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"124 1","pages":"90 - 99"},"PeriodicalIF":0.0,"publicationDate":"2017-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86809388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Loytved, Gabriele Hasenberg, Karin Brendel-Hofmann, Cornelia Bothe-Moser, R. Eggenschwiler, D. Eigenmann, Petra Graf Heule, Kristin Hammer, Regula Hauser, Katrin Oberndörfer, Anja Pfister-Stoppa, Elisabeth Spiegel-Hefel, Andrea Stiefel
{"title":"Implementation in nursing and midwifery. A scoping review","authors":"C. Loytved, Gabriele Hasenberg, Karin Brendel-Hofmann, Cornelia Bothe-Moser, R. Eggenschwiler, D. Eigenmann, Petra Graf Heule, Kristin Hammer, Regula Hauser, Katrin Oberndörfer, Anja Pfister-Stoppa, Elisabeth Spiegel-Hefel, Andrea Stiefel","doi":"10.21256/ZHAW-3457","DOIUrl":"https://doi.org/10.21256/ZHAW-3457","url":null,"abstract":"","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75573160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Loytved, Gabriele Hasenberg, K. Brendel, Cornelia Bothe-Moser, R. Eggenschwiler, D. Eigenmann, P. Graf, Kristin Hammer, Regula Hauser, Katrin Oberndörfer, Anja Pfister-Stoppa, Elisabeth Spiegel-Hefel, Andrea Stiefel
Abstract Background Evidence-based expertise in nursing and midwifery is growing but is not automatically turned into practice. The importance of implementation research is therefore increasing. International research results on factors facilitating implementation have not yet been sufficiently presented. Objective This scoping review will explore the findings on successful preparation, realisation and maintenance of interventions in nursing and midwifery. Method Based on an existing systematic approach, relevant data bases were accessed to identify original studies relating to implementation research in nursing and midwifery. The process of study selection and the characteristics of the included studies were charted. Findings In the four reviews and 38 studies which met the inclusion criteria, various factors leading to successful implementation are identified. Based on the included studies, four facilitating factors can be pinpointed: (1) workplace culture (16 entries), (2) leadership culture (28 entries), (3) resources (4 entries), and (4) training (22 entries). Depending on the specific phase of the implementation process (preparation, realisation, or maintenance), these factors will vary in importance. Conclusion This scoping review provides an orientation for the field of implementation research and it maps the design, themes and results of the studies included. It should be noted that few studies take into consideration the relevant theories, as well as the influence that the researchers and the target group may have on the implementation process, or provide an exact description of the setting in which the implementation takes place.
{"title":"Implementation in nursing and midwifery. A scoping review / Implementationsprojekte in der Pflege und Hebammenarbeit. Scoping review","authors":"C. Loytved, Gabriele Hasenberg, K. Brendel, Cornelia Bothe-Moser, R. Eggenschwiler, D. Eigenmann, P. Graf, Kristin Hammer, Regula Hauser, Katrin Oberndörfer, Anja Pfister-Stoppa, Elisabeth Spiegel-Hefel, Andrea Stiefel","doi":"10.1515/ijhp-2017-0021","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0021","url":null,"abstract":"Abstract Background Evidence-based expertise in nursing and midwifery is growing but is not automatically turned into practice. The importance of implementation research is therefore increasing. International research results on factors facilitating implementation have not yet been sufficiently presented. Objective This scoping review will explore the findings on successful preparation, realisation and maintenance of interventions in nursing and midwifery. Method Based on an existing systematic approach, relevant data bases were accessed to identify original studies relating to implementation research in nursing and midwifery. The process of study selection and the characteristics of the included studies were charted. Findings In the four reviews and 38 studies which met the inclusion criteria, various factors leading to successful implementation are identified. Based on the included studies, four facilitating factors can be pinpointed: (1) workplace culture (16 entries), (2) leadership culture (28 entries), (3) resources (4 entries), and (4) training (22 entries). Depending on the specific phase of the implementation process (preparation, realisation, or maintenance), these factors will vary in importance. Conclusion This scoping review provides an orientation for the field of implementation research and it maps the design, themes and results of the studies included. It should be noted that few studies take into consideration the relevant theories, as well as the influence that the researchers and the target group may have on the implementation process, or provide an exact description of the setting in which the implementation takes place.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"422 1","pages":"122 - 136"},"PeriodicalIF":0.0,"publicationDate":"2017-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76630716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Liv Solveig Wittberger, K. Albermann, J. Pehlke-Milde, A. Koppitz
{"title":"Die Auswirkungen eines Spitalaufenthaltes auf die Belastung von Eltern mit einem exzessiv schreienden Kind","authors":"Liv Solveig Wittberger, K. Albermann, J. Pehlke-Milde, A. Koppitz","doi":"10.21256/zhaw-1800","DOIUrl":"https://doi.org/10.21256/zhaw-1800","url":null,"abstract":"","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"107 1","pages":"14-24"},"PeriodicalIF":0.0,"publicationDate":"2017-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79045779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Background The competence and willingness of physicians to work in interprofessional teams is important for the quality of patient care. To train this competence, the integration of interprofessional learning into undergraduate medical curricula is recommended by experts. This study analyses how a single interprofessional teaching course impacts on medical students’ learning gain and change of attitude towards interprofessional collaboration. Method With a questionnaire study in a pre/post design, the learning gain of five learning goals were analyzed. For analyzing change of attitude towards interprofessional collaboration, the “Readiness for interprofessional learning scale” was used in a German translation (RIPLS-D). 71 interprofessionally taught medical students were compared to 227 monoprofessionally taught medical students. In addition, the subjective impressions of the course were analyzed qualitatively by free text answers. Results Four out of five learning goals show no differences in the extent of learning gain between inter- and monoprofessionally taught groups. The group comparison shows a change of attitude towards interprofessional collaboration for the interprofessionally taught group. The free text responses show positive feedback on the course and suggest good acceptance of interprofessional learning. Discussion The present study is evidence of a positive impact of interprofessional teaching on medical students’ willingness towards interprofessional collaboration. In addition, medical students express a good acceptance for interprofessional learning. In order to detect long-term effects on health care practice, conditions for long-term testing of interprofessional teaching should be established in undergraduate medical curricula.
{"title":"Interprofessional learning: learning gain and change of attitude in first semester medical students / Interprofessionelles Lernen: Lernzuwachs und Einstellungsänderung bei Medizinstudierenden im 1. Semester","authors":"Ronja Behrend, H. Peters, A. Böttner, C. Heinze","doi":"10.1515/ijhp-2017-0006","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0006","url":null,"abstract":"Abstract Background The competence and willingness of physicians to work in interprofessional teams is important for the quality of patient care. To train this competence, the integration of interprofessional learning into undergraduate medical curricula is recommended by experts. This study analyses how a single interprofessional teaching course impacts on medical students’ learning gain and change of attitude towards interprofessional collaboration. Method With a questionnaire study in a pre/post design, the learning gain of five learning goals were analyzed. For analyzing change of attitude towards interprofessional collaboration, the “Readiness for interprofessional learning scale” was used in a German translation (RIPLS-D). 71 interprofessionally taught medical students were compared to 227 monoprofessionally taught medical students. In addition, the subjective impressions of the course were analyzed qualitatively by free text answers. Results Four out of five learning goals show no differences in the extent of learning gain between inter- and monoprofessionally taught groups. The group comparison shows a change of attitude towards interprofessional collaboration for the interprofessionally taught group. The free text responses show positive feedback on the course and suggest good acceptance of interprofessional learning. Discussion The present study is evidence of a positive impact of interprofessional teaching on medical students’ willingness towards interprofessional collaboration. In addition, medical students express a good acceptance for interprofessional learning. In order to detect long-term effects on health care practice, conditions for long-term testing of interprofessional teaching should be established in undergraduate medical curricula.","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"14 1","pages":"43 - 52"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77961378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction Learning of procedural skills is important in the education of physiotherapists. It is the aim of physiotherapy degree programmes that graduates are able to practice selected procedures safely and efficiently. Procedural competency is threatened by an increasing and diverse amount of procedures that are incorporated in university curricula. As a consequence, less time is available for the learning of each specific procedure. Incorrectly performed procedures in physiotherapy might be ineffective and may result in injuries to patients and physiotherapists. The aim of this review was to synthesise relevant literature systematically to appraise current knowledge relating to assessments for procedural skills in physiotherapy education. Method A systematic search strategy was developed to screen five relevant databases (CINAHL, Cochrane Central, SportDISCUS, ERIC and MEDLINE) for eligible studies. The included assessments were evaluated for evidence of their reliability and validity. Results The search of electronic databases identified 560 potential records. Seven studies were included into this systematic review. The studies reported eight assessments of procedural skills. Six of the assessments were designed for a specific procedure and two assessments were considered for the evaluation of more than one procedure. Evidence to support the measurement properties of the assessment was not available for all categories. Discussion It was not possible to recommend a single assessment of procedural skills in physiotherapy education following this systematic review. There is a need for further development of new assessments to allow valid and reliable assessments of the broad spectrum of physiotherapeutic practice
{"title":"A systematic review of assessments for procedural skills in physiotherapy education / Assessment von prozeduralen Fähigkeiten in der physiotherapeutischen Ausbildung: Ein systematischer Review","authors":"Martin Sattelmayer, Roger Hilfiker, Gil Baer","doi":"10.1515/ijhp-2017-0008","DOIUrl":"https://doi.org/10.1515/ijhp-2017-0008","url":null,"abstract":"Abstract Introduction Learning of procedural skills is important in the education of physiotherapists. It is the aim of physiotherapy degree programmes that graduates are able to practice selected procedures safely and efficiently. Procedural competency is threatened by an increasing and diverse amount of procedures that are incorporated in university curricula. As a consequence, less time is available for the learning of each specific procedure. Incorrectly performed procedures in physiotherapy might be ineffective and may result in injuries to patients and physiotherapists. The aim of this review was to synthesise relevant literature systematically to appraise current knowledge relating to assessments for procedural skills in physiotherapy education. Method A systematic search strategy was developed to screen five relevant databases (CINAHL, Cochrane Central, SportDISCUS, ERIC and MEDLINE) for eligible studies. The included assessments were evaluated for evidence of their reliability and validity. Results The search of electronic databases identified 560 potential records. Seven studies were included into this systematic review. The studies reported eight assessments of procedural skills. Six of the assessments were designed for a specific procedure and two assessments were considered for the evaluation of more than one procedure. Evidence to support the measurement properties of the assessment was not available for all categories. Discussion It was not possible to recommend a single assessment of procedural skills in physiotherapy education following this systematic review. There is a need for further development of new assessments to allow valid and reliable assessments of the broad spectrum of physiotherapeutic practice","PeriodicalId":91706,"journal":{"name":"International journal of health professions","volume":"38 1","pages":"53 - 65"},"PeriodicalIF":0.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87355513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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