@article{
author = "Kovačević, Milena and Odalović, Marina and Đukić-Ćosić, Danijela and Vasiljević, Dragana and Parojčić, Jelena and Tasić, Ljiljana",
year = "2022",
abstract = "Background/Aim. Health professions education is facing
emerging issues. A comprehensive situation analysis was
performed among academic staff, healthcare practitioners,
and healthcare science students to address and respond to
new trends. The aim of the study was to investigate the
attitude, perception, and the recognized needs towards
experiential education (EE), interprofessional education
(IPE), and teaching competencies development (TCD). The
critical evaluation of the existing quality standards for
further quality improvement in health professions education
in Serbia was provided. Methods. The survey on EE, IPE,
and TCD was conducted within the Reinforcement of the
Framework for Experiential Education in Serbia
(ReFEEHS) project, co-funded by the Erasmus+ program
of the European Comission at four Serbian universities (the
University of Belgrade, the University of Kragujevac, the
University of Niš, and the University of Novi Sad). Four
task groups were appointed to perform a desk review of the
existing curricula, recommendations, and practices within
each of the four health professions education (Medicine,
Pharmacy, Dentistry, and Nursing) in Serbia and assess the
level of compliance with relevant educational policies and
practices in the European Union . Results. A total of 1,507
respondents completed the survey. A highly expressed
positive attitude was found towards EE, IPE, and TCD
among all the respondents. The majority of the respondents
(> 70%) shared that EE should be organized in real-life
practice and involve students’ work under the supervision
of a qualified supervisor, as well as interactions with patients
and healthcare professionals. About 90% of the
respondents supported the inclusion of IPE teaching
activities into EE, with 77% of students expressing high
motivation to attend those classes, whereas 93% of
academic staff was eager to deliver and teach joint IPE
subjects. Only 20% of academic staff has already attended
some TCD program, while 75% recognized the need for its
organization. Moreover, 90% of healthcare practitioners
have recognized that mentors/clinical supervisors also need
additional skills for effective mentoring work within health
science education. Based on the survey results,
recommendations for improvement were given within three
educational fields, healthcare science curricula, professional
practice (traineeship), teaching staff, and regulations.
Conclusion. The results derived from the survey served as
a starting but also a vital point for higher education
improvement in Serbia. All interested parties – academia,
students, healthcare professionals, and regulatory bodies
should collaborate on achieving improved, contemporary,
and transformative health professions education., Uvod/Cilj. Obrazovanje u oblasti zdravstva suočava se sa novim pitanjima. Da bi se odgovorilo na savremene zahteve obrazovanja zdravstvenih radnika, sprovedena je sveobuhvatna situaciona analiza. Cilj istraživanja bio je da se istraže stavovi, percepcije i prepoznaju potrebe akademske zajednice, zdravstvenih radnika i studenata zdravstvenih profesija, u odnosu prema učenju u realnom radnom okruženju, tj. nastavi u praksi (experiential education - EE), interprofesionalnom obrazovanju (interprofessional education - IPE) i unapređenju nastavničkih kompetencija (teaching competencies development - TCD). Radi daljeg unapređenja u oblasti obrazovanja, za zdravstvene radnike u Srbiji obezbeđeno je kritičko vrednovanje postojećih standarda kvaliteta. Metode. Istraživanje je sprovedeno u okviru projekta Reinforcement of the Framework for Experiential Education in Serbia (ReFEEHS), ko-finansiranog od strane Erasmus+ programa Evropske komisije na četiri univerziteta u Republici Srbiji (Univerzitet u Beogradu, Univerzitet u Kragujevcu, Univerzitet u Nišu i Univerzitet u Novom Sadu). Određene su četiri radne grupe, sa zadatkom razmatranja trenutnih kurikuluma, preporuka i prakse u okviru svake zdravstvene profesije (medicina, farmacija, stomatologija, sestrinstvo), kao i procene njihove usklađenosti sa relevantnim preporukama i praksom u obrazovanju u Evropskoj uniji. Rezultati. U istraživanju je učestvovalo 1 507 ispitanika. Pozitivan stav prema EE, IPE i TCD zabeležen je među svim ispitanicima. Više od 70% ispitanika iskazalo je stav o tome da je potrebno organizovati EE, tj. nastavu u praksi u realnom radnom okruženju, što bi podrazumevalo stručni rad studenata pod nadzorom kompetentnog mentora, ali i interakciju sa bolesnicima, kao i interakciju sa zdravstvenim radnicima. Oko 90% ispitanika podržalo je uključivanje IPE nastavnih aktivnosti u kurikulume; 77% studenata izrazilo je motivisanost da prisustvuju zajedničkim predmetima, dok je čak 93% nastavnika i saradnika iskazalo volju da učestvuju u kreiranju i podučavanju nastavnih jedinica u okviru IPE. Prethodno je samo 20% nastavnika/saradnika pohađalo neki TCD program, dok je čak 75% prepoznalo potrebu za organizacijom tih programa; 90% zdravstvenih radnika smatralo je da su za efikasan mentorski rad u obrazovanju u oblasti zdravstvene nauke potrebne dodatne veštine mentora/kliničkih supervizora. Na osnovu sagledanih rezultata upitnika, date su preporuke za unapređenje visokog obrazovanja u okviru tri obrazovne oblasti budućih zdravstvenih radnika, koje se odnose na kurikulum, studentsku stručnu praksu/klinički staž, nastavno osoblje i regulatorne aspekte. Zaključak. Dobijeni rezultati korišćeni su kao polazna, ali veoma značajna tačka za unapređenje visokog obrazovanja u Srbiji. Sve zainteresovane strane - akademska zajednica, studenti, zdravstveni radnici i regulatorna tela, treba da sarađuju u cilju postizanja unapređenog i savremenog obrazovanja zdravstvenih radnika.",
publisher = "Belgrade : Military Medical Academy",
journal = "Vojnosanitetski pregled",
title = "Health professions education in Serbia: Evaluation and measures for quality improvement through experiential education, interprofessional education and teaching competencies development, Obrazovanje zdravstvenih radnika u Srbiji: procena i mere za unapređenje kvaliteta kroz praksu, interprofesionalno obrazovanje i razvoj nastavničkih kompetencija",
volume = "79",
number = "11",
pages = "1119-1129",
doi = "10.2298/VSP201005089K"
}
