Special challenge interprofessional education – how should lecturers be trained?
To enable interprofessional collaboration in practice, it is important to practice interprofessional action during education. Teachers in interprofessional education (IPE) in Germany are insufficiently prepared for joint teaching and often lack pedagogical-didactical training. Teachers who have been...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-10-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1260820/full |
| _version_ | 1797657357072728064 |
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| author | Andrea Schlicker Andrea Schlicker Julia Nitsche Jan Ehlers |
| author_facet | Andrea Schlicker Andrea Schlicker Julia Nitsche Jan Ehlers |
| author_sort | Andrea Schlicker |
| collection | DOAJ |
| description | To enable interprofessional collaboration in practice, it is important to practice interprofessional action during education. Teachers in interprofessional education (IPE) in Germany are insufficiently prepared for joint teaching and often lack pedagogical-didactical training. Teachers who have been who have been used to working uniprofessionally up to now are expected to be able to teach competently across professions. This overlooks the fact that the admission requirements for teaching at the various institutions such as technical colleges, universities of applied sciences and universities are different. In addition, interprofessional teaching is characterized by a special feature: it should be carried out in team teaching. This poses the challenge for the teachers not only to prepare for the teaching in terms of content, but also to get involved with another teaching person. This study asks what interprofessional faculty need to feel well prepared to teach together and focuses on three professions: human medicine, nursing, and physiotherapy. For this purpose, 15 experts were interviewed, five from each of the three professions. The interview material was analyzed according to the structuring qualitative content analysis by Kuckartz, where categories were created to answer the research question. As a result, the analysis showed that three levels are important for the interviewees: the personal prerequisites that contribute to the success of IPE as well as good preparation on a structural and content-related level. Based on this, a concept for further education for interprofessional teachers will be developed. |
| first_indexed | 2024-03-11T17:43:19Z |
| format | Article |
| id | doaj.art-e2cd3c315bb6423fbc94474e3f78b718 |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-11T17:43:19Z |
| publishDate | 2023-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-e2cd3c315bb6423fbc94474e3f78b7182023-10-18T09:03:28ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-10-01810.3389/feduc.2023.12608201260820Special challenge interprofessional education – how should lecturers be trained?Andrea Schlicker0Andrea Schlicker1Julia Nitsche2Jan Ehlers3Faculty of Health/Dean of Studies, Chair of Didactics and Educational Research in Health Care, University of Witten/Herdecke, Witten, GermanyFaculty of Health, Chair of Didactics and Educational Research in Health Care, University of Witten/Herdecke, Witten, GermanyFaculty of Health, Chair of Didactics and Educational Research in Health Care, University of Witten/Herdecke, Witten, GermanyFaculty of Health, Chair of Didactics and Educational Research in Health Care, University of Witten/Herdecke, Witten, GermanyTo enable interprofessional collaboration in practice, it is important to practice interprofessional action during education. Teachers in interprofessional education (IPE) in Germany are insufficiently prepared for joint teaching and often lack pedagogical-didactical training. Teachers who have been who have been used to working uniprofessionally up to now are expected to be able to teach competently across professions. This overlooks the fact that the admission requirements for teaching at the various institutions such as technical colleges, universities of applied sciences and universities are different. In addition, interprofessional teaching is characterized by a special feature: it should be carried out in team teaching. This poses the challenge for the teachers not only to prepare for the teaching in terms of content, but also to get involved with another teaching person. This study asks what interprofessional faculty need to feel well prepared to teach together and focuses on three professions: human medicine, nursing, and physiotherapy. For this purpose, 15 experts were interviewed, five from each of the three professions. The interview material was analyzed according to the structuring qualitative content analysis by Kuckartz, where categories were created to answer the research question. As a result, the analysis showed that three levels are important for the interviewees: the personal prerequisites that contribute to the success of IPE as well as good preparation on a structural and content-related level. Based on this, a concept for further education for interprofessional teachers will be developed.https://www.frontiersin.org/articles/10.3389/feduc.2023.1260820/fullinterprofessional educationinterprofessional qualification conceptinterprofessional teachersfocus on three professions: human medicine, nursing, physiotherapyteamwork |
| spellingShingle | Andrea Schlicker Andrea Schlicker Julia Nitsche Jan Ehlers Special challenge interprofessional education – how should lecturers be trained? Frontiers in Education interprofessional education interprofessional qualification concept interprofessional teachers focus on three professions: human medicine, nursing, physiotherapy teamwork |
| title | Special challenge interprofessional education – how should lecturers be trained? |
| title_full | Special challenge interprofessional education – how should lecturers be trained? |
| title_fullStr | Special challenge interprofessional education – how should lecturers be trained? |
| title_full_unstemmed | Special challenge interprofessional education – how should lecturers be trained? |
| title_short | Special challenge interprofessional education – how should lecturers be trained? |
| title_sort | special challenge interprofessional education how should lecturers be trained |
| topic | interprofessional education interprofessional qualification concept interprofessional teachers focus on three professions: human medicine, nursing, physiotherapy teamwork |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1260820/full |
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