A hidden curriculum for environmental topics in medical education: Impact on environmental knowledge and awareness of the students.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
Patrick Straßer, Michael Kühl, Susanne J Kühl
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引用次数: 1

Abstract

Objective: Climate change constitutes a major challenge. The higher education sector plays an important role in regard to climate change and the adaptation to its consequences. Various approaches toward the integration of environmental subject areas to higher education teaching have already been described in other studies, but there is a lack of data supporting the effectiveness of these approaches in changing not only the environmental knowledge of students, but also their awareness. To address this, the present study tracked whether student attitudes about the environment could be changed by implicitly addressing medically relevant environmental topics as part of an online seminar.

Methods: Second semester students of molecular medicine attending a mandatory 14-hour online seminar, which was required to obtain additive key qualifications and which consisted of independent study phases as well as online class meetings, were divided into two groups: the intervention group (IG, n=27, thereof 20 in the pretest and 21 in the posttest) was exposed to medically relevant environmental topics, while the comparison group (CG, n=26, thereof 22 in the pretest and 21 in the posttest) was exposed to general, non-environmental medical topics. Surveys were conducted with standardized questionnaires before and after the seminar in order to study the influence on the students' environmental knowledge, awareness and other personal attitudes.

Results: While the seminar did not significantly change the environmental awareness in either group, the environmental knowledge of the IG was significantly increased by the group's exposure to environmental topics. In addition, the IG assessed its own environmental awareness regarding sustainable working methods in a laboratory as significantly higher after the seminar than the CG did, and some students of the IG had become more interested in issues relating to sustainability.

Conclusion: The approach used to communicate environmental content mainly increased the environmental knowledge of students and piqued the interest of some students in climate-related and environmental topics. However, it was not possible to change deeper personal attitudes about environmental awareness, especially everyday behavior.

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医学教育中环境主题的隐性课程:对学生环境知识和意识的影响。
目标:气候变化是一项重大挑战。高等教育部门在气候变化及其后果的适应方面发挥着重要作用。其他研究已经描述了将环境学科领域整合到高等教育教学中的各种方法,但缺乏数据支持这些方法不仅在改变学生的环境知识方面,而且在改变他们的意识方面的有效性。为了解决这个问题,本研究追踪了学生对环境的态度是否可以通过在在线研讨会上含蓄地讨论与医学相关的环境话题来改变。方法:分子医学第二学期学生参加14小时的在线必修课程,该课程要求获得附加关键资格,由独立学习阶段和在线班会组成。干预组(IG, n=27,前测20人,后测21人)接触与医学相关的环境话题,对照组(CG, n=26,前测22人,后测21人)接触一般的、非环境的医学话题。在研讨会前后采用标准化问卷进行调查,以研究对学生环境知识、意识和其他个人态度的影响。结果:虽然研讨会没有显著改变两组的环境意识,但IG的环境知识因小组接触环境主题而显着增加。此外,该组在研讨会后评估,该组对实验室可持续工作方法的环保意识明显高于总队,而该组的一些学生对可持续发展的问题更感兴趣。结论:环境内容的传播方式主要增加了学生的环境知识,激发了部分学生对气候相关和环境话题的兴趣。然而,不可能改变个人对环境意识,特别是日常行为的更深层次的态度。
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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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