No disease is being investigated. Medical education research in health professions training: interprofessional communication and patient handover as a contribution to patient safety.
Conditions
Interventions
Group 1: Self-directed completion of a 90-minute online learning unit (online self-study module) including a best-practice video example of interprofessional patient handover. Cross-over design: all p
one week after each learning unit, a standardized simulated handover conversation is conducted.
Group 2: 90-minute moderated digital live-stream seminar with guided self-study of subject literature on
Sponsors
Trainingszentrum für ärztliche Kernkompetenzen, Studiendekanat, Medizinische Fakultät der Heinrich-Heine-Universität Düsseldorf
Eligibility
Sex/Gender
All
Age
18 Years to No maximum
Inclusion criteria
Inclusion criteria: Medical students in their third year of study at Heinrich Heine University Düsseldorf or nursing trainees in their first or second year of training at Düsseldorf University Hospital; written informed consent; no previous participation in a course on interprofessional patient handover.
Exclusion criteria
Exclusion criteria: Medical students outside the third year of study at HHU Düsseldorf; nursing trainees outside the first/second year of training at Düsseldorf University Hospital or a cooperating teaching hospital; missing informed consent; age under 18 years; no internet access; previous participation in courses on interprofessional patient handover.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| ISBAR total score in two standardized 15-minute simulated interprofessional handover conversations (WHAT), assessed one week after completion of each learning unit (WHEN). Rating by one qualified examiner from nursing and one from the medical service using the IMPP ISBAR rating scale; the endpoint is the arithmetic mean of both ratings (HOW). The effect is analyzed as the within-person difference (online self-study module minus seminar | — |
Secondary
| Measure | Time frame |
|---|---|
| 1) Knowledge gain in pre-post comparison (knowledge questionnaires, before and after the learning units); 2) satisfaction with each educational format (6-point Likert scale, after each learning unit); 3) self-assessed competency gain (6-point Likert scale); 4) analysis of individual ISBAR domains of the simulated conversations; 5) attitudes towards interprofessional collaboration (UWE-IP questionnaire, at study start and end). | — |
Countries
Germany
Contacts
Public ContactCarsten Döing
Trainingszentrum für ärztliche Kernkompetenzen, Studiendekanat der Med. Fakultät, Heinrich Heine Universität Düsseldorf
Outcome results
None listed