Initiating interprofessional learning in health professions - the OSCE as a teaching-learning format.

Autor/inn/en	Junghahn, Marie-Luise; Herinek, Doreen; Rückmann, Jana
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 kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0171-645X; 2567-8841
Schlagwörter	Kompetenzerwerb; Beruf; Krankenpflege; Medizin; Patient; Professionalisierung; Prüfung; Studium; Universitätsklinik; Medizinische Ausbildung; Interdisziplinarität; 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