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|Publication type:||Article in scientific journal|
|Type of review:||Peer review (publication)|
|Title:||Interprofessional education day 2019 : a qualitative participant evaluation|
Witt, Claudia M.
|Published in:||GMS Journal for Medical Education|
|Publisher / Ed. Institution:||German Medical Science|
|Subjects:||Interprofessionality; Interprofessional education; Medicine; Health profession; Interprofessional collaboration; Interprofessional competency|
|Subject (DDC):||378: Higher education |
610: Medicine and health
|Abstract:||Objective: Interprofessional education (IPE) is when two or more students from different professions learn with, from, and about each other to improve collaboration and quality of healthcare. In October 2019, a first interprofessional education (IPE) day was held in the canton of Zurich with the aim of teaching interprofessional skills to participating students. Methodology: The IPE day was developed by an interprofessional team of students. After a short introduction, the roles and tasks of the professional groups involved were discussed. This was followed by two case studies with simulation persons and reflection rounds. For the evaluation of the day, 15 semi-structured interviews with students and lecturers were conducted and qualitatively evaluated by means of thematic analysis. Results: The students and lecturers had a very positive experience of the IPE day. Especially the participation of medical and pharmacy students, the practical case studies with simulation persons and the informal exchange during the breaks were appreciated. There was room for improvement in the development of role models. Through an open attitude and good communication, the students learned to know and appreciate the competencies of the other professional groups. All those interviewed wished for more interprofessional teaching opportunities and the students felt encouraged to apply what they had learned in their later professional practice. Conclusion: The IPE day could be carried out successfully and the didactic concept worked largely well. The evaluation provided subjective evidence that the students were able to improve the interprofessional competencies of teamwork, communication, openness, appreciation and reflectiveness. In the future, the IPE day should be anchored in the curricula.|
|Fulltext version:||Published version|
|License (according to publishing contract):||CC BY 4.0: Attribution 4.0 International|
|Departement:||School of Health Sciences|
|Organisational Unit:||Institute of Public Health (IPH)|
|Appears in collections:||Publikationen Gesundheit|
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|2022_Gysin-etal_Interprofessional-education-day-2019-evaluation.pdf||590.36 kB||Adobe PDF|
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Gysin, S., Huber, M., Feusi, E., Gerber-Grote, A., & Witt, C. M. (2022). Interprofessional education day 2019 : a qualitative participant evaluation. GMS Journal for Medical Education, 39(5), Doc52. https://doi.org/10.3205/zma001573
Gysin, S. et al. (2022) ‘Interprofessional education day 2019 : a qualitative participant evaluation’, GMS Journal for Medical Education, 39(5), p. Doc52. Available at: https://doi.org/10.3205/zma001573.
S. Gysin, M. Huber, E. Feusi, A. Gerber-Grote, and C. M. Witt, “Interprofessional education day 2019 : a qualitative participant evaluation,” GMS Journal for Medical Education, vol. 39, no. 5, p. Doc52, Nov. 2022, doi: 10.3205/zma001573.
Gysin, Stefan, et al. “Interprofessional Education Day 2019 : A Qualitative Participant Evaluation.” GMS Journal for Medical Education, vol. 39, no. 5, Nov. 2022, p. Doc52, https://doi.org/10.3205/zma001573.
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