Abstract
Introduction
Interprofessional education (IPE) at universities, universities of applied sciences and technical colleges has been offered increasingly for some time. The focus often lies on the students. However, it is rarely questioned whether the teachers have interprofessional skills. Yet they are the ones who (should) impart these skills to the students. This requires certain framework conditions that must be met in order to be able to offer good interprofessional teaching.
Research question
The study focuses on the question of what is important to teachers in IPE teaching, what competences are associated with it and whether they see themselves as a role model for cooperation between different professions.
Methodology
Interprofessional courses in Germany were identified with regard to the three professions: physicians, nursing and physiotherapy. By means of 76 completely filled out quantitative surveys, the respondents’ views on interprofessional teaching, competences as well as qualification courses were determined.
Results
IPE is currently seen as important and necessary, whereas the structured acquisition of competences in this regard is not.
Discussion
In order to offer good teaching, several factors are necessary: interest in the subject and being a role model. In order to promote exchange between students, learning tasks should be formulated precisely. IPE teachers should be motivated to undergo regular and targeted further training in order to be and remain open to good cooperation with other professions.
Conclusion & Outlook
IPE teachers should make use of opportunities for further training in pedagogy and didactics as long as no comprehensive interprofessional qualification concepts are available.