A model of interprofessional problem-based learning for medical and nursing students: Implementation, evaluation and implications for future implementation

Abstract

Objective: In Germany there is little evidence of interprofessional problem-based learning (PBL) to date. For this reason a corresponding course for medical and nursing students was implemented. The goal was to analyse the feasibility and usefulness from the point of view of the students.

Method: For the purposes of evaluation a quantitative observational study was conducted with a pre-course survey, a teaching evaluation and a post-course survey. The pre- and post-course surveys took place before the commencement of and after the conclusion of learning. The teaching evaluation was carried out after the conclusion of the interprofessional course. In total there were five medical students and five nursing students who took part. The descriptive data analysis was carried out using the statistics software package SPSS. The data from the open text fields was transcribed and evaluated using qualitative content analysis.

Results: The students’ assessment of the interprofessional PBL was predominantly positive. They stated that they

1. were able to expand their knowledge of the roles of the other profession, that 2. the interprofessional course had a positive effect in terms of mutual appreciation and that 3. the tutor had a positive influence on the interprofessional PBL due to his cooperative learning support.

Suggestions for improvement were concerned with the expansion of the interprofessional exchange and the establishment of a set timetable for the tutorials.

Conclusion: The first study results of the Bildungscluster study can be used to make adjustments to the interprofessional PBL in order to be able to implement the course with a greater number of participants. Further studies are needed in order to comprehensively examine the learning effects and the impact on daily practice.