“Imagine Neuro-Oncology”- a one week course with medical and technical students: students’ reflections about multidisciplinarity and its practical relevance

Scheide, Laura; Huber, Thomas; Bette, Stefanie; Nest, Alexandra; Zimmer, Claus; Berberat, Pascal O.; Kreiser, Kornelia

doi:10.1080/13561820.2019.1600477

Cited by 5 publications

(8 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The agreement between the two raters (i.e., the inter-rater reliability) was >90%. The papers reported the use of IPE interventions in 14 different EHEA member countries (Table 1), and the distribution was uneven among the countries, with most of The papers reported the use of IPE interventions in 14 different EHEA member countries (Table 1), and the distribution was uneven among the countries, with most of the papers from Germany (n = 8) [29][30][31][32][33][34][35][36], the UK (n = 8) [37][38][39][40][41][42][43][44], and Sweden (n = 5) [45][46][47][48][49][50]. The time frame of publication of the included papers was from 2009 to 2022, with only four [34,35,47,49] of them being published before 2017.…”

Section: Resultsmentioning

confidence: 99%

“…These included peer-assisted learning [30,36,59], Jeffries simulation theory [55], Bandura self-efficacy theory [46], Knowles's principles for Adult Learning as guidelines [53], goal theory perspective [59], model of inter-professionality, Beck's cognitive model, and social capital theory [56]. The remaining papers did not explicitly mention the theoretical background of the IPE program [29,[31][32][33][34][35][37][38][39][40][41][42][43][44][45][47][48][49][50][51][52]54,57,58,60].…”

Section: Resultsmentioning

confidence: 99%

“…With respect to the content, the learners were introduced to interprofessional collaborations via exposure to examples of interprofessional care of patients with specific clinical conditions (e.g., wound, ulcers, dementia, diabetes, and breast cancer) in actual setting or in simulation scenarios [31][32][33]35,45,50,51,54,60]. Nine papers reported that the content of the IPE intervention included explicit training on the different professional roles [29,32,[34][35][36]51,54,56,57], and seven papers reported IPE interventions that included training in communication skills [30,32,35,36,40,49,57].…”

Section: Resultsmentioning

confidence: 99%

“…With respect to the outcomes, the focus was on students' satisfaction with the IPE experience and self-reported gain in knowledge and skills. All studies reported that the outcomes were measured using ad hoc scales and surveys created specifically for the study [29][30][31][32][33][34][35][36]. Eight studies [29,40,42,[50][51][52]55,60] also used validated questionnaires to measure students' self-reported experience perception.…”

Section: Resultsmentioning

confidence: 99%

“…The authors reported several limitations in their studies, from a lack of objective outcome measures [30,32,33,35,41,[46][47][48]51,53,54,57,59,60] to the selection bias of the participants [29,31,33,36,38,39,43,48,54,55,59], and lack of control groups [30,32,43,49]. A description of the limitations is provided in Table 1.…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Colonnello

Kinoshita

Yoshida

et al. 2023

IME

View full text Add to dashboard Cite

Background: As a contribution to developing interprofessional education (IPE) synergy between medical education systems in the European Higher Education Area (EHEA), this review aims to describe the IPE experiences for undergraduate medical students implemented in EHEA member countries. Methods: This systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The search was conducted on SCOUPS and MEDLINE databases. Inclusion criteria were peer-reviewed English language articles about undergraduate medical students, interprofessional education, and EHEA countries, published January 2000–September 2022. Results: The 32 included studies were from 14 of the 49 EHEA countries. In most of the studies, the theoretical background leading the intervention was not reported (n = 25), and in several studies (n = 16) the students were from two professions only. The reported outcomes were related to self-assessment knowledge about IPE and satisfaction about the program. In 24 studies, the assessment was based on the study’s ad hoc measures only. Limitations ranged from selection bias to lack of objective measures. Conclusion: Future directions should envision developing IPE among EHEA countries, including agreement and consistency across EHEA countries in reporting theories, educational methods, and standardized IPE evaluation measures.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Colonnello

Kinoshita

Yoshida

et al. 2023

IME

View full text Add to dashboard Cite

show abstract

Principles of oncology taught in a one-week course

Oettle,

Büttner,

Forster

et al. 2023

J Cancer Res Clin Oncol

View full text Add to dashboard Cite

Background Growing challenges in oncology require evolving educational methods and content. International efforts to reform oncology education are underway. Hands-on, interdisciplinary, and compact course formats have shown great effectiveness in the education of medical students. Our aim was to establish a new interdisciplinary one-week course on the principles of oncology using state-of-the-art teaching methods. Methods In an initial survey, medical students of LMU Munich were questioned about their current level of knowledge on the principles of oncology. In a second two-stage survey, the increase in knowledge resulting from our recently established interdisciplinary one-week course was determined. Results The medical students’ knowledge of clinically important oncological topics, such as the diagnostic workup and interdisciplinary treatment options, showed a need for improvement. Knowledge of the major oncological entities was also in an expandable state. By attending the one-week course on the principles of oncology, students improved their expertise in all areas of the clinical workup in oncology and had the opportunity to close previous knowledge gaps. In addition, students were able to gain more in-depth clinical knowledge on the most common oncological entities. Conclusion The interdisciplinary one-week course on the principles of oncology proved to be an effective teaching method to expand the knowledge of the future physicians to an appropriate level. With its innovative and interdisciplinary approach, the one-week course could be used as a showcase project for the ongoing development of medical education in Germany.

show abstract

Impact of an interprofessional training ward on interprofessional competencies – a quantitative longitudinal study

Mink

Mitzkat

Krug

et al. 2020

Journal of Interprofessional Care

View full text Add to dashboard Cite

“Imagine Neuro-Oncology”- a one week course with medical and technical students: students’ reflections about multidisciplinarity and its practical relevance

Cited by 5 publications

References 20 publications

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Undergraduate Interprofessional Education in the European Higher Education Area: A Systematic Review

Principles of oncology taught in a one-week course

Impact of an interprofessional training ward on interprofessional competencies – a quantitative longitudinal study

Contact Info

Product

Resources

About