Feeling the responsibility: Exploring the emotional experiences of final-year medical students when carrying out clinical tasks.

Purpose: The concept of Entrustable Professional Activities (EPA) is increasingly used to operationalize learning in the clinical workplace, yet little is known about the emotions of learners feeling the responsibility when carrying out professional tasks.

Methods: We explored the emotional experiences of medical students in their final clerkship year when performing clinical tasks. We used an online reflective diary.

Development of a project for interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy (PILLE).

Aim: Interprofessional collaboration is particularly relevant to patient safety in outpatient care with polypharmacy. The educational project "PILLE" is meant to give medical and pharmacy students an understanding of the roles and competencies needed for cooperation in the provision of healthcare and to enable interprofessional learning.

Method: The curriculum is aimed at pharmacy and medical students and was developed in six steps according to the Kern cycle.

Position paper of the GMA Committee Interprofessional Education in the Health Professions - current status and outlook.

In the wake of local initiatives and developmental funding programs, interprofessionality is now included in national curricula in the German-speaking countries. Based on the 3P model (presage, process, product), this position paper presents the development of interprofessional education in recent years in Germany, Austria and Switzerland and places it in an international context. Core aspects as legal frameworks, including amendments to occupational regulations as well as the formation of networks and faculty development are basic requirements for interprofessional education.

How do medical students learn conceptual knowledge? High-, moderate- and low-utility learning techniques and perceived learning difficulties.

Background: Acquiring medical knowledge is a key competency for medical students and a lifelong requirement for physicians. Learning techniques can improve academic success and help students cope with stressors. To support students' learning process medical faculties should know about learning techniques.

[Development of Interprofessional Learning Outcomes for Health Professions at Charité - Universitätsmedizin Berlin - A Delphi-Study].

Objectives: The impact of interprofessional (IP) collaboration on patient-centered care is constantly increasing. Health professional students need to be prepared for interprofessional collaboration in the workplace. The Charité - Universitätsmedizin Berlin aims to establish a common understanding of interprofessionalism in order to further develop interprofessional education.