Artikel
Video-based self-reflection: a new tool in an innovative teaching concept concerning interprofessional collaboration
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Autoren
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Dana Loudovici-Krug
- Universitätsklinikum Jena, Institut für Physiotherapie, Jena, Germany
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Uta Dahmen
- Universitätsklinikum Jena, Experimentelle Transplantationschirurgie, Jena, Germany
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Ulrich Smolenski
- Universitätsklinikum Jena, Institut für Physiotherapie, Jena, Germany
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Christine Schulze
- Universitätsklinikum Jena, Experimentelle Transplantationschirurgie, Jena, Germany
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Andrea Veit
- SBBS, Jena, Germany
| Veröffentlicht: | 12. März 2015 |
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Gliederung
Text
Introduction: Legal regulation call for „Interprofessional resp. interdisciplinary collaboration” of several health professions. Nevertheless, this educational assignment is rarely implemented in current curricula. At the University Hospital Jena, we developed a novel and innovative constructivist-based teaching concept. we selected an interprofessional treatment situation from the field of early rehabilitation medicine as learning opportunity.
Methods: The teaching concept consists of 4 steps:
- 1.
- Reactivation of knowledge regarding disease, early rehabilitation and communication,
- 2.
- experiential learning exercise: controlled experience of interprofessional treatment situation (= learning opportunity) in a role play with chance to change perspective,
- 3.
- structured reflection of the own performance based on a video record of the role play,
- 4.
- purposeful transfer of the reflection into one`s own daily professional behaviour.
Based on this concept, two classes, a seminar for students and a workshop for teachers, have been developed.
The core element of this innovative teaching concept is a new didactic tool: the interprofessional role play with “video-based self-reflection”. The participants were divided into small groups, to produce a training film of a selected treatment situation, in our case the mobilization of a patient with an insult respectively after hip joint replacement.Subsequently the participants were encouraged to reflect their professional, interprofessional and communication performace and to transfer the new insights into their daily professional activities. Evaluation focussed on the assessment of personal growth and increase in experience and was obtained in writing and during informal discussion.
Results: Overall 31 trainees of two health professions and 19 teachers took part. Both classes received positive evaluations in terms of a high individual increase of experience and insight through the use of the new tool “video-based self-reflection” in the interprofessional training.
Conclusion: The constructivist teaching approach including the use of the role play with following video-based reflection represents a very unique individual learning opportunity resulting in a high subjectively perceived increase of experience and insight.
