Literaturnachweis - Detailanzeige
Autor/inn/en | Junghahn, Marie-Luise; Herinek, Doreen; Rückmann, Jana |
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Titel | Initiating interprofessional learning in health professions - the OSCE as a teaching-learning format. |
Quelle | In: Beiträge zur Hochschulforschung, 43 (2021) 4, S. 228-241Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | deutsch; englische Zusammenfassung |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0171-645X; 2567-8841 |
Schlagwörter | Kompetenzerwerb; Prüfung; Lehr-Lern-Prozess; Lernprozess; Kompetenzorientierung; Krankenpflege; Medizin; Universitätsklinik; Beruf; Professionalisierung; Medizinische Ausbildung; Studium; Hochschulmedizin; Studieninhalt; Gesundheitsversorgung; Interdisziplinarität; Patient |
Abstract | Regarding safe and patient-oriented health care, interprofessional teaching, learning and work become increasingly important. Hence, health professionals must be enabled to act cooperatively (Robert Bosch Stiftung, 2011). Educational programmes in academic and non-academic, initial and continuing education and training in the health professions face criticism of the lack of interprofessional education to prepare for interprofessional collaborative practice (Wesselborg, 2017). This article investigates to what extent the competence-oriented examination format OSCE (Objective Structured Clinical Examination), here as a further developed teaching-learning format, is suitable for initiating interprofessional learning of future health professions educators. A qualitative survey was carried out to examine students' subjective views on the use of an OSCE format in higher education and contained eight semi-structured interviews. The results indicate that the OSCE as a teaching-learning format offers multiple opportunities for initiating interprofessional learning. (HoF/text adopted). |
Erfasst von | Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg |
Update | 2022/2 |