Artikel
Facilitating communication competency: an interprofessional seminar on medical error communication
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Autoren
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Sarah Berger
- University Hospital Heidelberg, Department of General Practice and Health Services Research, Heidelberg, Germany
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Maria Burian
- University Hospital Heidelberg, Heidelberg, Germany
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Serin Schiessling
- University Hospital Heidelberg, Heidelberg, Germany
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Christine Leowardi
- University Hospital Heidelberg, Heidelberg, Germany
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Cornelia Mahler
- University Hospital Heidelberg, Heidelberg, Germany
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Dominik Ose
- University Hospital Heidelberg, Heidelberg, Germany
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Martina Kadmon
- Carl von Ossietzky University Oldenburg, Oldenburg, Germany
| Veröffentlicht: | 12. März 2015 |
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Gliederung
Text
Introduction: International trends in medical education highlight the need for competency-based curricula in order to prepare students to contribute effectively in future healthcare teams. Competency frameworks [1], [2], [3], [4] are available to guide curriculum development and include core competencies such as communication and collaboration, which will also play an important role in the German national competence-based catalogue of learning objectives for medical education (NKLM). To date, little evidence is available on facilitating communication competence in an interprofessional education setting in Germany.
Method: An interprofessional seminar on medical error communication was offered in the winter semester 2014/2015, with interprofessional teaching teams facilitating the learning process. Structured exercises and mini role-plays reflecting ‘real world’ situations were conducted and students had an opportunity for feedback and reflection after each activity. At the end of the seminar, a patient safety observation assignment was set and a formal debriefing occurred six weeks later. Twenty-four students took part from five professions including medicine, nursing, physiotherapy, laboratory science, and orthoptics. The seminar was evaluated electronically via EvaSys using a Likert scale from 1 (most negative) to 5 (most positive).
Results; Evaluation showed a positive impact. For active learning related to communication of medical errors, 55.6% of respondents gave a score of 4 and a further 22.2% a score of 5 (mean value 4.11). Regarding the ability to self-reflect on attitudes to patient safety and communication of error, 55% of respondents gave a score of 4 and a further 12.5% a score of 5 (mean value 3.89). Finalised results will be reported at the conference.
Discussion: Communication and collaboration competence development for health care students is being actively promoted in the interprofessional seminar on medical error communication at Heidelberg Medical Faculty with integration in two curricula.
References
- 1.
- Royal College of Physicians and Surgeons of Canada. The CanMEDS 2005 Physician Competency Framework. Ottawa, Ontario: Royal College of Physicians and Surgeons of Canada; 2005.
- 2.
- Interprofessional Education Collaborative Expert Panel. Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative; 2011.
- 3.
- Canadian Interprofessional Health Collaborative. A national interprofessional competency framework. Vancouver BC: Canadian Interprofessional Health Collaborative; 2010.
- 4.
- World Health Organization. Framework for Action on Interprofessional Education & Collaborative Practice. Geneva: World Health Organization; 2010.
