Michaela Zupanic

The aim of Interprofessional Education (IPE) in the model degree programme in Medicine 2018+ is to continuously improve patient care by establishing a culture that focuses on team cohesion and well-being in joint work with other healthcare professions. The professorship supports the development and implementation of joint IPE teaching concepts in interprofessional teams and the evaluation of learning outcomes. Habilitation students from the Faculty of Health jointly conceptualise interprofessional training for their (clinical) team in didactics workshops and test it in practice. The embedding and implementation of IPE in the MSG 2018+ curriculum requires sufficient time for students' learning, development and reflection processes so that complex interprofessional competences can be acquired. It therefore takes place longitudinally and with the help of digitalisation in order to support individual personal development and the formation of professional identity and to encourage students to reflect.

The aim of the research is to develop and evaluate suitable didactic methods, including digital methods, for implementing interprofessional teaching and learning concepts with a view to improving linear participation by utilising temporal and spatial resources.

• Further development of admission procedures in medicine, psychology and dentistry
• Longitudinal evaluation study on student health ReBel in cooperation with Prof. Dr Arndt Büssing, Prof. Dr Jan P. Ehlers, Angelika Taetz-Harrer
• Competence-based teaching and examinations in medical and health study programmes
• Nursing didactics in the context of interprofessional training and practice requirements

Ongoing and completed doctoral studies

since April 2020
Junior Professorship of Interprofessional and Collaborative Didactics in Medical and Health Degree Programmes, Witten/Herdecke University

2018 - 2019
Substitute Professorship for Diagnostics and Personality Psychology in the School of Psychology and Psychotherapy, Faculty of Health, Witten/Herdecke University

Since July 2017
Research assistant at the Chair of Didactics and Educational Research in Health Science at the Faculty of Health

2011 - 2017
Research assistant in the Office of Student Affairs for Medicine at the Faculty of Health, Examinations Department

2009 - 2011
Research assistant at the Institute for Didactics and Educational Research in the Health Care System at Witten/Herdecke University, project "ProfKom - Professionalisation of future doctors and teachers in the field of communication skills", BMBF project funding

2007 - 2009
Research assistant at the Centre for University Didactics at the Technical University of Dortmund, project "Children and childlessness in academic careers", BMBF project funding and project "Development of a concept for course-related dropout analyses at the University of Dortmund"

2004 - 2007
Freelancer at EDV - Forum GbR Bottrop, consulting and evaluation of scientific projects

2001 - 2003
Research assistant at the Institute for Medical Psychology and Medical Sociology at the University Hospital of RWTH Aachen in teaching and research, project "Quality of life and cognitive impairment of patients with brain tumours"

2001
PhD thesis (Dr phil.) in Psychology, Department of Educational Sciences at the University of Wuppertal, topic "Investigations into the diagnostics and differential diagnostics of occupational toxic encephalopathy"

1994 - 2001
Research assistant at the Institute of Occupational Physiology at the University of Dortmund, project "Long-term effects of toluene exposure", project funding BG Druck und Papierverarbeitung and project "Centre for Work and Health, Dortmund / Wuppertal", project funding BMA

1991 - 1993
Freelancer at AITEC GmbH & Co. Informationstechnologie KG, Dortmund, project and diploma thesis "Aspects of the prediction and prophylaxis of simulator sickness

Medical psychology looks at the phenomena of health and illness from a psychological perspective and includes questions of interaction with other healthcare professions using selected clinical case studies. The topics are chosen to correspond to the POL specialisations in the first four semesters of medicine. The early interprofessional exposure in theory- and exchange-based learning enables an understanding of other competences and perspectives.

The transition from school or from an appointment to a degree programme requires rethinking and adapting learning strategies to university requirements and academic working methods. Supporting students in this process requires the teaching of skills to enable them to structure and organise the learning process independently. This can be practised and developed in individual and collaborative learning and working phases right from the start of the degree programme.