Evidence map›Paper›PMID 35692364›Full record

ArticleGMS journal for medical education2022

Position paper of the GMA Committee Interprofessional Education in the Health Professions - current status and outlook.

Sylvia Kaap-Fröhlich, Gert Ulrich, Birgit Wershofen, Jonathan Ahles, Ronja Behrend, Marietta Handgraaf, Doreen Herinek, Anika Mitzkat, Heidi Oberhauser, Theresa Scherer and 7 more

Open access · greenAbstract readConsensus Statement
In one paragraph

Article in GMS journal for medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 26 papers.

0numbers the graph read from it
0cells of the map it votes in
26citing papers in PubMed
10.6field-weighted citation impact, top 1% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

26 citing papers in PubMed, 39 citations in OpenAlex.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

17 authors at 13 institutions in 3 countries.

Sylvia Kaap-FröhlichCareum Foundation, Zurich, Switzerland.
Gert UlrichCareum Foundation, Zurich, Switzerland.
Birgit WershofenInstitute of Medical Education, University Hospital, LMU Munich, Munich, Germany.
Jonathan AhlesAlbert-Ludwigs-University Freiburg, Medical Faculty, Office of the Dean of Studies, Freiburg, Germany.
Ronja BehrendCharité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Deans Office of Study Affairs, Semester Coordination, Berlin, Germany.
Marietta HandgraafUniversity of Applied Sciences, Department of Applied Health Sciences, Division of Physiotherapy, Bochum, Germany.
Doreen HerinekCharité - Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Health and Nursing Science, Berlin, Germany.
Anika MitzkatHeidelberg University Hospital, Department of General Medicine and Health Services Research, Heidelberg, Germany.
Heidi Oberhauserfh gesundheit, fhg - Health University of Applied Sciences Tyrol, Innsbruck, Austria.
Theresa SchererBern University of Applied Sciences, Department of Health, Office for Interprofessional Teaching, Bern, Switzerland.
Andrea SchlickerWitten/Herdecke University, Faculty of Health, Department of Human Medicine, Witten, Germany.
Christine StraubUniversity of Freiburg, Faculty of Medicine, Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Teaching and Teaching Research/Teaching Development Working Group, Freiburg, Germany.
Regina Waury EichlerProtestant University of Applied Sciences Berlin, Bachelor of Nursing degree program, Berlin, Germany.
Bärbel WesselborgFliedner Fachhochschule Düsseldorf, University of Applied Sciences, Nursing Education, Düsseldorf, Germany.
Matthias WittiInstitute of Medical Education, University Hospital, LMU Munich, Munich, Germany.
Marion HuberZurich University of Applied Sciences, Department of Interprofessional Teaching and Practice, Winterthur, Switzerland.
Sebastin F N BodeUniversity of Freiburg, Faculty of Medicine, Department of General Pediatrics, Adolescent Medicine and Neonatology, Medical Centre, Teaching and Teaching Research/Teaching Development Working Group, Freiburg, Germany.
Humboldt-Universität zu Berlin · DELudwig-Maximilians-Universität München · DEZHAW Zurich University of Applied Sciences · CHBern University of Applied Sciences · CHBochum University of Applied Sciences · DEFliedner Fachhochschule Düsseldorf · DEHeidelberg University · DETechnische Universität Berlin · DEUniversität Ulm · DEUniversity Medical Center Freiburg · DEUniversity of Applied Sciences Tyrol · ATUniversity of Freiburg · DEWitten/Herdecke University · DE

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education. New topics and educational settings take shape in the process of interprofessional education: patient perspectives and teaching formats, such as online courses, become more important or are newly established. The influence of the COVID-19 pandemic on interprofessional education is explored as well. Among many new interprofessional courses, particularly the implementation of interprofessional training wards in Germany and Switzerland are positive examples of successful interprofessional education. The objective of interprofessional education continues to be the acquisition of interprofessional competencies. The main focus is now centered on evaluating this educational format and testing for the corresponding competencies. In the future, more capacities will be required for interprofessional continuing education and post-graduate education. Structured research programs are essential to ascertain the effects of interprofessional education in the German-speaking countries. In this position paper the GMA committee on interprofessional education encourages further advancement of this topic and expresses the aim to continue cooperating with other networks to strengthen and intensify interprofessional education and collaboration in healthcare.

Indexed as

Health OccupationsInterprofessional EducationCurriculumHumanscompetenciesevaluationinterprofessional collaborative practiceinterprofessional educationinterprofessional learningnetworks

Identifiers

PMID35692364
PMCPMC9174072
OpenAlexW4285745363

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.