Interprofessionelles Peer-Learning und Peer-Teaching in der Neurochirurgie

Interprofessional (IP) education has gained importance in recent years, with various faculties establishing interprofessional training wards and projects. We implemented an IP peer-learning and peer-teaching project for medical students and nursing trainees during their clinical placements on the neurosurgical ward. Participants met three times a week, working on self-defined learning objectives within an IP team under medical and/or nursing supervision. Finally, they presented their results to the peer group.

Participants from 2023 were requested to fill out the University of the West of England IP Questionnaire (UWE-IP) both at the begin and end of their placements. Additionally, they were invited to participate in a final project-specific process and outcome evaluation. The UWE-IP results underwent statistical analysis using the Mann-Whitney U Test.

Eighty-three participants (57 female, average age 23.4 years) took part, including 43 medical students, 22 nursing trainees, 14 OR nurse trainees, and 4 representatives from other professions (e.g. physician assistants). On average, 4.7 learners were present per session. Participants' attitudes toward interprofessional learning were predominantly positive before the project, improving in all nine items during the project. Significant improvements were observed in two items: "Collaborative learning would be a positive experience for all healthcare students" (p=0.007) and "I would welcome the opportunity to learn with students from other healthcare professions" (p=0.021). Thirty participants completed the final evaluation. 92.6% rated peer-learning and all rated peer-teaching as good or very good. Interprofessional exchange and atmosphere were rated as good or very good by 96.4% of participants. All learners reported gaining knowledge through preparation of own presentation. 93.3% agreed they now feel less hesitant to approach other professions with questions or patient-related issues. Of the 13 learners with initial professional stereotypes, 11 were able to reduce them. 90% stated that good IP collaboration influenced their career decisions, and all agreed that it contributes to better patient outcomes. 97% of participants would recommend the program and participate again.

The innovative neurosurgically organized IP educational project was successfully implemented, well-received by learners, and resulted in improvements in learners' attitudes toward IP learning in various aspects.