Daniela Schmitz

How can the joint learning of different professional groups succeed? Overcoming the very demanding challenges of joint learning and teaching in multi-professional healthcare places high demands on the content and didactic design of teaching. As a basis, a common subjective frame of reference is needed for healthcare professions that regularly interact with those affected and for non-healthcare professions that shape the framework conditions.

Multi-professional healthcare for the chronically ill has a thematic and event-related focus across care facilities. Healthcare professionals in particular, who care for patients with chronic limitations, identify interfaces and gaps in care in almost all settings.

The aim of the junior professorship is to design, implement and evaluate innovative and digital forms of teaching and learning in order to create a shared understanding and a comparison of perspectives as a basis for joint learning. A further point of reference for the development of forms of learning is a cybernetic understanding that categorises one's own actions in terms of the prerequisites, framework conditions and consequences of the actions of other professional groups. Healthcare practice is always influenced by conditions created by others, and one's own actions in turn have consequences for others.

The research specialisation of the junior professorship lies in the possible applications of innovative, digital forms of teaching and learning in a multi-professional context. This includes teaching-related research in the sense of a scholarship of teaching and learning. The perspectives of teachers and learners are researched. From the perspective of the teachers, it is investigated how they interpret their teaching appointment, which strategies they use in multi-professional learning groups, which competences they need in order to do justice to the diversity of professions and how they can acquire these competences. From the perspective of the learners, research is carried out into which strategies are used to establish a common understanding and which prerequisites and framework conditions are necessary to achieve such a common knowledge base. Findings from the research will flow directly into didactic concepts for the qualification of teachers and the design of innovative and digital forms of teaching and learning. The expertise from teaching and research will also be used to offer advice to UW/H lecturers on how to further develop their teaching. Current research and development focuses are

• Evaluation of teaching and learning strategies in interdisciplinary and multi-professional teaching
• Analysis of joint learning from the perspective of normalisation process theory
• Self-determined studying in the area of conflict between family, studies, appointment and corona
• Didactic target group analysis "Caring relatives, didactic concept for caring relatives for learning with chatbots and didacticisation of content (didactics work package in the BMBF eDEM-CONNECT research project)

"Factors influencing teaching and learning concepts at private universities"

In the research project "Influencing factors on teaching-learning concepts at private universities", funded by the Federal Ministry of Education and Research (BMBF), we are analysing teaching-learning concepts and their framework conditions at various levels.

In sub-project 2 at the UW/H, we are focussing on teaching-learning concepts and the recording of innovative forms of knowledge transfer. To this end, the specific framework conditions as well as the identified learning needs and priorities are presented. We try to identify the influence of the stakeholders in the development and analyse the flexibility and adaptability of the teaching-learning concepts. In addition, we analyse how lecturers implement these concepts in practice, react to new social trends and to what extent joint learning with other professional groups, i.e. interprofessional education, is didactically anchored in the teaching-learning concepts.

Link to the project: https://ellph.tu-dortmund.de/

• Jan-Hendrik Ortloff
  Academic staff
• Manfred Fiedler
  Academic staff member
• Lena Lorenz
  Research assistant
• M.A. Julia Rinas-Bahl
  Research Assistant
• Claudia Kuhr
  Secretariat

Since 07/2024
Junior Professorship of Digital Health, Witten/Herdecke University

Since 04/2021 
Junior professorship for innovative and digital forms of teaching and learning in multiprofessional healthcare

2013
PhD thesis (Dr phil.) in Educational Sciences, Faculty of Educational Sciences and Sociology, TU Dortmund University

2002 - 2007
Diploma in Educational Sciences, discipline Social Pedagogy/Social Work, minor subject Psychology, TU Dortmund University

The multi-professional healthcare learning area is interdisciplinary and enables students to deal with different perspectives, theoretical and methodological approaches and to categorise and reflect on them against the background of their respective perspectives. The following courses support students in this:

• Multi-professionalism and knowledge management
• Interfaces in multiprofessional healthcare
• Ethical reflection on the relationship between technology and society
• Images of ageing in society
• Fundamentals of project management
• Basics of research
• Conception of research designs for occupational practice projects

• Multi-professional teaching, learning and working together
• Innovative teaching and learning approaches in multi-professional and interdisciplinary learning groups
• Inter- and transdisciplinary didactic concepts
• Chronic care - transdisciplinary care for chronically ill people