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[Interprofessional team building-An interuniversity qualification program].

Cornelia Kricheldorff1, Bernhard Heimbach2, Ines Himmelsbach3

  • 1Katholische Hochschule Freiburg (em.), Barbarastr. 7, 79106, Freiburg, Deutschland. cornelia.kricheldorff@t-online.de.

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Summary

Interprofessional education significantly improved geriatric care skills for healthcare students. This program enhances teamwork and prepares future professionals for complex patient needs in aging populations.

Keywords:
Competency-based educationGeriatricsGerontologyInterprofessional educationInterprofessional team building

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Area of Science:

  • Gerontology and Geriatric Medicine
  • Healthcare Education
  • Interprofessional Studies

Background:

  • Increasing prevalence of multimorbidity, cognitive impairments, and frailty in aging populations presents significant challenges in healthcare and long-term care settings.
  • Evolving family structures necessitate stronger social networks and resources for effective patient support.
  • Growing need for robust interprofessional team building and collaboration among healthcare and nursing professionals.

Purpose of the Study:

  • To establish and evaluate a qualification program for students of medicine, social work, and nursing.
  • To facilitate collective learning on addressing the concerns and needs of geriatric patients through case-related approaches.
  • To develop effective treatment and intervention plans for geriatric care.

Main Methods:

  • Pilot project evaluation of an interprofessional team-building qualification program.
  • Scientific evaluation using the Freiburg questionnaire on interprofessional learning evaluation (FILE).
  • Study involved 78 participants.

Main Results:

  • The qualification program received high approval, with approximately 98% of participants expressing satisfaction.
  • Significant improvements were observed in participants' team skills and their ability to collaborate effectively.
  • The program demonstrated positive outcomes in fostering interprofessional competencies.

Conclusions:

  • Interprofessional learning environments during studies provide a strong foundation for effective team building in professional practice.
  • The presented interuniversity and interprofessional teaching project is integrated into the curriculum as a module on "The geriatric patient."
  • This model offers a potential framework for similar interprofessional education initiatives in geriatric care.