gms | German Medical Science

5th International Conference for Research in Medical Education

15.03. - 17.03.2017, Düsseldorf

Healthy & humane: interprofessional learning of medical and nursing students at the University Medical Center Hamburg-Eppendorf

Meeting Abstract

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  • corresponding author presenting/speaker Sonja Mohr - University Medical Center Hamburg-Eppendorf, Vice Deanery for Student Affairs, Hamburg, Germany
  • Hanno Grahn - University Medical Center Hamburg-Eppendorf, University Heart Center, Hamburg, Germany
  • Charlotte Krohne - University Medical Center Hamburg-Eppendorf, Academy for Training and Carreer, Hamburg, Germany
  • Andreas Guse - University Medical Center Hamburg-Eppendorf, Vice Deanery for Student Affairs, Hamburg, Germany; University Medical Center Hamburg-Eppendorf, Department of Biochemistry and Molecular Cell Biology, Hamburg, Germany

5th International Conference for Research in Medical Education (RIME 2017). Düsseldorf, 15.-17.03.2017. Düsseldorf: German Medical Science GMS Publishing House; 2017. DocO18

doi: 10.3205/17rime18, urn:nbn:de:0183-17rime180

Published: March 7, 2017

© 2017 Mohr et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 License. See license information at



Interprofessional education (IPE) is widely recognized as an important element for future collaboration in healthcare. In Germany, students in health professions are usually socialized separately. While the importance of IPE is not in question, a lack of systematic evaluation – the use of different measures, particularly qualitative approaches or measures based on ratings – is criticized [1]. In this study, we will implement a mixed-method design to fulfill these demands.

In each semester, medical students of the reformed curriculum iMED at the University Medical Center Hamburg-Eppendorf get to choose a two week course with research and clinical focus. In this winter semester, an interprofessional learning opportunity has been designed in cooperation with the University Heart Center, called "Integrated Cardiovascular Medicine". Medical as well as nursing students will attend the course.

Participants (N=44) will be split in ten groups. Each group will pass through different ward-round scenarios with real patients in all departments of the University Heart Center. The Teamwork Assessment Scale [2] will be used to observe, rate and provide feedback on teamwork behaviors. Case conferences will be held in which all participants will discuss certain groups' findings. The conferences will be recorded to analyze interaction patterns, teamwork behaviors and role allocations. Pre-Post-Testing of student self-assessment of communication and teamwork skills as well as attitudes about learning with students from other disciplines will be conducted using the UWE Interprofessional Questionnaire [3]. Students of the same cohort are invited to complete the questionnaire as a control group. Focus groups with all participants as well as involved faculty members will be organized before and after the course.

We expect to present quantitative as well as teamwork assessment results. The analyses will focus on the detection of changes in variables (quantitative and observation data). In addition, attitudes of participants and the control group will be compared. Presumably, qualitative results in terms of suggestions for improvement will be presented.

We hope that the variety of measures in the mixed-methods design of this study will contribute to the evidence base in interprofessional education.


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