ArticleGMS journal for medical education2025
Interprofessional education at medical faculties in German-speaking countries - institutional challenges and enablers of successful curricular implementation: A mixed-methods study.
Article in GMS journal for medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- [Evaluation of the "interprofessional late shift" as elective subject in emergency medicine for medical students: a pilot study].Die Anaesthesiologie · 2026Article
- Interprofessional education of final-year medical students and trainee anaesthesia assistants (IPAPA) - a project report on an interprofessional training sequence on induction of anaesthesia.GMS journal for medical education · 2026Article
- Teaching research systematically: From educational policy vision to competence-oriented practice.GMS journal for medical education · 2025Article
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Authors and funding
3 authors.
Funding
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Abstract
Study aim: Interprofessional education (IPE) is necessary in the training of health care professionals in preparation for future teamwork. However, sustainable integration into the medical curriculum is currently restricted by heterogeneous legal regulations. This study examines the factors and conditions upon which the implementation of IPE in medical education in German-speaking countries is contingent. Methods: A mixed-methods, cross-sectional approach was carried out. This included a quantitative data collection of established IPE courses (type of course of study and IPE), which was evaluated descriptively. A qualitative approach encompassed semi-structured interviews with experts at medical faculties in German-speaking countries. In addition, stakeholder analyses were conducted. Results: Study results demonstrated that enablers of curricular implementation of IPE include structural and logistical factors, as well as legal frameworks. Other important factors include high interest and involvement of various stakeholders, investment in resources, and utilization of various strategies to address curricular requirements. Challenges for sustainable implementation include dealing with a strict curricular structure, low stakeholder motivation, and low prioritization of IPE. Recommendations for addressing these challenges were specified. The stakeholder analyses revealed distinct constellations of stakeholders across the institutions examined. Conclusion: Legal regulations and licensing requirements, logistical and structural factors, as well as a creative approach to address curricular requirements play a crucial role in currently implemented IPE in German-speaking countries. Stakeholders with a strong interest in and understanding of IPE are fundamental to its success.
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