A model of interprofessional problem-based learning for medical and nursing students: Implementation, evaluation and implications for future implementation
A model of interprofessional problem-based learning for medical and nursing students: Implementation, evaluation and implications for future implementation
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DOI：
10.3205/zma001160
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发表时间：
2018-01-01
影响因子：
1.6
通讯作者：
Hoffmann, Wolfgang
中科院分区：
文献类型：
--
作者：
Dreier-Wolfgramm, Adina;Homeyer, Sabine;Hoffmann, Wolfgang
目的：在德国，迄今为止几乎没有证据表明跨专业基于问题的学习（PBL）。为此，为医、护学生开设了相应的课程。目的是从学生的角度分析可行性和有用性。方法：采用课前调查、教学评价和课后调查的定量观察研究方法进行评价。课前和课后调查分别在学习开始前和结束后进行。在跨专业课程结束后进行教学评价。总共有5名医科学生和5名护理专业的学生参与了调查。描述性数据分析采用SPSS统计软件包进行。对开放文本字段的数据进行转录并使用定性内容分析进行评估。结果：学生对跨专业PBL的评价以积极为主。他们说他们……能够扩展他们对其他职业角色的认识。跨专业课程在相互欣赏方面产生了积极的影响。导师的合作学习支持对跨专业PBL有正向影响。改进的建议涉及扩大专业间交流和为辅导课制订一个固定的时间表。结论：培养集群研究的第一项研究结果可用于对跨专业PBL进行调整，以便能够在更多的参与者中实施课程。为了全面考察学习效果和对日常实践的影响，还需要进一步的研究。
Objective: In Germany there is little evidence of interprofessional problem-based learning (PBL) to date. For this reason a corresponding course for medical and nursing students was implemented. The goal was to analyse the feasibility and usefulness from the point of view of the students.Method: For the purposes of evaluation a quantitative observational study was conducted with a pre-course survey, a teaching evaluation and a post-course survey. The pre- and post-course surveys took place before the commencement of and after the conclusion of learning. The teaching evaluation was carried out after the conclusion of the interprofessional course. In total there were five medical students and five nursing students who took part. The descriptive data analysis was carried out using the statistics software package SPSS. The data from the open text fields was transcribed and evaluated using qualitative content analysis.Results: The students' assessment of the interprofessional PBL was predominantly positive. They stated that they1. were able to expand their knowledge of the roles of the other profession, that2. the interprofessional course had a positive effect in terms of mutual appreciation and that3. the tutor had a positive influence on the interprofessional PBL due to his cooperative learning support.Suggestions for improvement were concerned with the expansion of the interprofessional exchange and the establishment of a set timetable for the tutorials.Conclusion: The first study results of the Bildungscluster study can be used to make adjustments to the interprofessional PBL in order to be able to implement the course with a greater number of participants. Further studies are needed in order to comprehensively examine the learning effects and the impact on daily practice.