Interprofessional training: Start with the youngest! A program for undergraduate healthcare students in Geneva, Switzerland

Abstract

A very first evaluation of the teaching and learning and particularly on the aspects of acquisition of collaborative tools shows positive attitudes of students towards the implementation of this new training program. Furthermore, a pre-post questionnaire on teamwork aspects reveals significant modifications.

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…The inculcation of test‐enhanced learning practices, also known as retrieval practice (Desy et al, ; Rutledge et al, ), is another effective strategy that has been reported to nurture the learning efforts of health care students. It directly supports the quest for instant success (Dornan et al, ; de Paiva et al, ; Gauer and Jackson, ) that often drives millennial students to maximize the benefits of their study efforts (Barie and Ho, ; Ezell et al, ; van Gessel et al, ). Test‐enhanced learning practice bolsters this concept as it involves recalling information through questions (Cerasoli and Ford, ; Coyne et al, ) or other testing procedures (Zumwalt et al, ; Gliddon and Cridge, ; Barrett et al, ).…”

“…However, testing in any form always evokes a certain amount of anxiety in students (Miller, ; Raza et al, ), as it is perceived by them as an evaluation of their knowledge (Walker et al, ; Ames et al, ; Manzi et al, ) or understanding (Younan, ; Khalil et al, ) of a particular topic based on their performance. Hence, test‐enhanced learning practices should emphasize no‐stakes or low‐stakes scenarios (Karpicke and Bauernschmidt, ; Strombach et al, ; Raza et al, ), where the primary purpose is to enhance recall to promote student learning (Sluka et al, ; van Gessel et al, ). In addition, such test‐enhanced learning practices should specifically align with predetermined course objectives to offer students opportunities to practice important skills (Rogers and Tutty, ; Schubert, ; Yan et al, ), analyze complex situations (Elmore et al, ; Woolley and Fishbach, ), and synthesize different points of view (Sinclair et al, ; de Bruin et al, ).…”

“…It has been proposed that an underlying cause for burnouts in health care students is the result of a fear of the demands of the course that lead to an instinctual fight or flight reaction (Robotham and Julian, ). Considering that stress does not have a linear progression or regression (Jacobs et al, ; van Gessel et al, ), and the stigma associated with mental health issues (Lopes et al, ; Luthar, ), this endeavor will require intensive efforts to maximize the use of mental health support services by students.…”

“…The success of test‐enhanced learning practices has been attributed to its capacity to support the development of metacognition (Queen and Hess, ; Yang and Shanks, ), which refers to the processes used to plan, monitor, and assess the understanding and performance of any activity (Buetow, ; Lowe et al, ; Fond et al, ). An enhancement of metacognitive abilities has been emphatically demonstrated to be one of the pivotal events in the stimulation of IM (Burgess et al, ; Amini et al, ; Burch et al, ), since it builds an implicit awareness among students of their level of learning (Persky and McLaughlin, ; van Gessel et al, ).…”

Looking back: twenty years of reforming undergraduate medical training and curriculum frameworks in Switzerland

“…In this context, the master’s thesis has been introduced between the fourth and fifth academic years to enhance the status of scientific work and critical analysis. In addition, an interprofessional simulation centre was set up in 2013 to provide continuous development of a longitudinal interprofessional curriculum for medical students and students from the health professions of the partner University of Applied Sciences Health [14]. …”