Interprofessional education as part of becoming a doctor or physiotherapist in a competency-based curriculum

GMS Journal for Medical Education

Schneider, Matthias¹  Sander, Oliver²  Rehkämper, Gerd³  Lögters, Tim⁴  Zilkens, Christoph⁵  Schmidt, Regine⁶ 

[1] Heinrich-Heine-Universität Duesseldorf, Funktionsbereich & Hiller Forschungszentrum für Rheumatologie, Düsseldorf, Germany;Heinrich-Heine-Universität Duesseldorf, Poliklinik, Funktionsbereich & Hiller Forschungszentrum für Rheumatologie, Düsseldorf, Germany;Heinrich-Heine-Universität Düsseldorf, Institut für Anatomie I, Düsseldorf, Germany;Heinrich-Heine-Universität Düsseldorf, Klinik für Unfall und Handchirurgie, Düsseldorf, Germany;Heinrich-Heine-Universität Düsseldorf, Orthopädische Klinik, Düsseldorf, Germany;Universitätsklinikum Düsseldorf Ausbildungszentrum, Fachbereich Physiotherapie, Düsseldorf, Germany;

关键词: interprofessional learning;    physiotherapy;    diseases of the musculoskeletal system;    patient partner;   

DOI  :  10.3205/zma001014

来源: DOAJ

【 摘 要 】

Introduction: Interprofessional learning is a critical pre-requisite for future interprofessional work. Structural adaptations in education offer possibilities to introduce new concepts. Rheumatic and musculoskeletal diseases (RMD) are both prevented and treated by physicians and physiotherapists but the development of interprofessional roles is seldom part of curricula.Project description: A complex, longitudinal interprofessional educational approach for future doctors and physiotherapists was designed and implanted at various stages (anatomy, physical examination, pathology, therapy). Most segments of the RMD curriculum are now based on interprofessionalclasses. Student satisfaction with learning is continually and comparatively evaluated. Learning success is assessed with practical and written exams.Results: Interprofessional teaching was first introduced in 2013 for 420 first-year and 360 fourth-year medical students, along with 40 first- and third-year physiotherapy majors. The satisfaction with teaching and learning is high and distinctly above average for all teaching areas (satisfaction RMD rated as 2.4; average for all is 3.3). The percentage of those who pass the final exam is 94%. 100% of the students surveyed support the continuation of this interprofessional unit.Conclusion: Interprofessional teaching of RMD can be successfully implemented for future physicians and physiotherapists at different learning levels.

【 授权许可】

Unknown