Interprofessional collaboration is essential for effective healthcare delivery, yet its integration into medical education remains challenging. Interprofessional education (IPE) has the potential to enhance patient care, mutual respect, and teamwork skills, but barriers such as resistance to change and limited curricular integration persist. The primary objective of this evaluation study is to contribute to the development and integration of IPE into medical curricula, with an outlook of addressing global healthcare challenges and enhancing patient care. A newly developed IPE module at the University Medical Center Magdeburg was evaluated. The module focuses on enhancing team competencies through clinical simulation and debriefing. Data were collected using a standardized paper-pencil questionnaire with quantitative items addressing structural, didactic, and content-related aspects, measured on a 5-point Likert scale (1 = very satisfied to 5 = dissatisfied). The survey was administered to all seminar participants after completing the learning module. Descriptive and inferential statistical analyses, including linear regression, were conducted to examine relationships between variables. A total of 197 medical students (29.8% male, 70.2% female, mean age 23.8 ± 3.5 years) participated in the learning unit. Participants expressed overall satisfaction with the seminar (M = 1.95, SD = 0.95). Key aspects such as moderation by the lecturer, atmosphere, and student involvement were highly rated (69–71%), while simulation-based learning scenarios showed the greatest variance in evaluations. Regression analysis showed that interest in interprofessionalism significantly predicted overall satisfaction (β= -0.337, p < 0.001, R²= 0.127) and perceived learning outcomes (β= -0.336, p < 0.001, R²= 0.113). The findings demonstrate the module’s effectiveness in fostering interprofessional attitudes, with high student satisfaction and engagement. Suggested improvements include aligning simulation topics with clinical interests and enhancing feedback processes, such as incorporating video feedback. Strategies to increase situational interest and address low engagement among some students include integrating novel learning elements and implementing structural changes. This study underscores the potential of simulation-based learning in preparing medical students for effective collaboration within complex clinical environments.
Herberg et al. (Fri,) studied this question.