GMS Zeitschrift fur Medizinische Ausbildung最新文献

{"title":"Increase in medical knowledge during the final year of undergraduate medical education in Germany.","authors":"Tobias Raupach,&nbsp;Daniela Vogel,&nbsp;Sarah Schiekirka,&nbsp;Carolina Keijsers,&nbsp;Olle Ten Cate,&nbsp;Sigrid Harendza","doi":"10.3205/zma000876","DOIUrl":"https://doi.org/10.3205/zma000876","url":null,"abstract":"Aims: In Germany, the final year of undergraduate medical education (‘practice year’) consists of three 16-week clinical attachments, two of which are internal medicine and surgery. Students can choose a specific specialty for their third 16-week attachment. Practice year students do not receive specific teaching to prepare them for the National Licensing Examination. It is unknown whether knowledge levels increase during this year. This study aimed at assessing knowledge at the beginning and the end of the final year of medical school. Methods: Three hundred pre-selected United States Medical Licensing Examination type items from ten medical disciplines were reviewed by ten recent medical graduates from the Netherlands and Germany. The resulting test included 150 items and was taken by 77 and 79 final year medical students from Göttingen and Hamburg at the beginning and the end of their practice year, respectively. Results: Cronbach’s α of the pre- and post-test was 0.75 and 0.68, respectively. Mean percent scores in the pre- and post-test were 63.9±6.9 and 69.4±5.7, respectively (p<0.001; effect size calculated as Cohen’s d: 0.87). In individual students, post-test scores were particularly high for items related to their specific chosen specialty. Conclusion: The knowledge test used in this study provides a suitable external tool to assess progress of undergraduate medical students in their knowledge during the practice year. The pre-test may be used to guide individual learning behaviour during this final year of undergraduate education.","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 3","pages":"Doc33"},"PeriodicalIF":0.0,"publicationDate":"2013-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000876","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31755784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects and sustainability of trainings for the oral and practical part of the German final exam in medicine.","authors":"Wolfgang Öchsner,&nbsp;Sandra Geiler,&nbsp;Markus Huber-Lang","doi":"10.3205/zma000879","DOIUrl":"https://doi.org/10.3205/zma000879","url":null,"abstract":"<p><strong>Study goals: </strong>It is known that the manifold limitations of oral and practical examinations can be improved by specific training. With the help of an online survey, our present study analyzes the effects that can be achieved by the training conducted at the University of Ulm for examiners in the final medical examination, the long-lasting impact of the training, and differences among participant subgroups.</p><p><strong>Method: </strong>All 367 participants in the training at Ulm (2007- 2012) were contacted via email. Sixty-three persons responded to the survey that included 28 items concerning demographic data, effectiveness, and sustainability.</p><p><strong>Results: </strong>Six main effects of the training were identified (meaning effects rated with a grade of 1 or 2 on a 6-point scale by two thirds of the participants, with 1=\"applicable\" and 6=\"not applicable\"; cumulated percentage of answers of 1 or 2 in parentheses): 1. Conscious handling of strengths and weaknesses of oral examinations (71%), 2. Knowledge of factors contributing to the reliability of oral/practical examinations (76%), 3. Knowledge of factors contributing to the validity of oral/practical examinations (75%), 4. Improvement of competence in task construction (68%), 5. Improvement of competence in respect to examination formalities (75%), 6. Implementation of the concept of \"structured oral examinations\" (a priori planning of examination subjects, tasks, levels of expectation and grading criteria) (86%). The responses of participants trained more than two years ago were not significantly different from the answers given by recently trained persons. This is an argument for the sustainability of the training effects. Furthermore, participants without relevant prior experience in oral/practical examinations profited significantly more from the trainings, especially in the areas of stress reduction, confidence in grading, and competence in critical discrimination of grading.</p><p><strong>Conclusion: </strong>The positive and sustained effects of the examiner training argue for continuing the training program, especially for inexperienced examiners. Expansion of the successful training program to include the first medical exam should be considered.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 3","pages":"Doc36"},"PeriodicalIF":0.0,"publicationDate":"2013-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3205/zma000879","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31755787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Symposium on \"Developing Clinical Competences - Research and Development Challenges in Germany\" March 7 and 8, 2013, Charité - Universitätsmedizin Berlin, CharitéCrossOver.","authors":"Dorothea Tegethoff,&nbsp;Manuela Bergjan","doi":"10.3205/zma000861","DOIUrl":"https://doi.org/10.3205/zma000861","url":null,"abstract":"Am 7. und 8. März 2013 trafen sich auf Einladung des Instituts für Medizin-, Pflegepädagogik und Pflegewissenschaft der Charité-Universitätsmedizin Berlin zahlreiche deutsche und europäische Experten und Expertinnen im Bereich der klinischen Kompetenzentwicklung in Pflege, Medizin und anderen Gesundheitsberufen. Ziel des Symposiums war die Entwicklung von Forschungsund Entwicklungsperspektiven zu Fragen der klinischen Kompetenzentwicklung und die Vernetzung und Koordination entsprechender Forschungsaktivitäten. Eröffnet wurde das Symposiumdurch Prof. Michael Ewers (Charité), der in seinem Eingangsvortrag das Thema „klinische Kompetenzentwicklung“ ausleuchtete. Seine Ausführungen strukturierten das Feld der klinischen Kompetenzentwicklung in die Schwerpunkte: Lernstrategien, Assessment und Feedback, Akteure im Lernprozess und Lernumgebungen. Diese Struktur des Themas begleitete die Teilnehmer und Teilnehmerin durch das gesamte Symposium. Keynote-Speaker Prof. Madeleine Abrandt-Dahlgren aus Linköping beleuchtete einen übergreifenden Aspekt der klinischen Kompetenzentwicklung, nämlich das interprofessionelle Lernen. Sie berichtete über die Erfahrungen, Forschungsergebnisse und Entwicklungen, die in den letzten Jahrzehnten an der Universität Linköpingmit dem interprofessionellen Lernen gemacht wurden. Unter anderem versorgen die Studierenden verschiedener Studiengänge in Linköping auf „interprofessional educational units“ gemeinsam unter Supervision Patientinnen und Patienten. Die Ergebnisse dieser Lehrund Lernformen werden positiv bewertet. Analog der vorgestellten Struktur fand eine aktive Auseinandersetzung zu den vier Arbeitsschwerpunkten Lernstrategien, Assessment und Feedback, Akteure im Lernprozess und Lernumgebungen statt, wobei jeder Programmschwerpunkt durch ein Impulsreferat eines Experten bzw. einer Expertin eröffnet wurde. In engagierten Diskussionen entwickelten die Teilnehmer und Teilnehmerinnen die jeweiligen Themen weiter. Dr. Kai Schnabel MME (Universität Bern) stellte am Beispiel „clinical skills“ die Entwicklung von Lernstrategien in der medizinischen Ausbildung dar. So berichtete er, dass inzwischen nahezu alle medizinischen Fakultäten über „skillslabs“ verfügen und mit Simulationen als Lernstrategie arbeiten. Herr Schnabel stellte zudem die übergreifenden Aktivitäten zur Konsentierung von Kompetenzmodellen auf nationaler Ebene dar. In der Diskussion wurde vor allem die Frage nach dem konkreten Transfer von im geschützten Setting gelernten „skills“ in die Praxis aufgeworfen. Prof. Ingrid Darmann-Finck von der Universität Bremen erläuterte Möglichkeiten und Grenzen der Kompetenzmessung über die reine Performanzmessung praktischer Fertigkeiten hinaus, indem sie die theoretische Fundierung des Kompetenzbegriffes in den Mittelpunkt stellte. Ihre Ausführungen zeigten sowohl die Notwendigkeit der Qualifikationsforschung mit Blick auf die Verwertbarkeit von Gelerntem als auch die Bedeutung von Bildung als grundsätzlich nicht zweckgebund","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc18"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/24/53/ZMA-30-18.PMC3671314.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31575559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Significant improvement of a clinical training course in physical examination after basic structural changes in the teaching content and methods.","authors":"Carolin Sonne,&nbsp;Roger Vogelmann,&nbsp;H Lesevic,&nbsp;Lorenz Bott-Flügel,&nbsp;I Ott,&nbsp;Melchior Seyfarth","doi":"10.3205/zma000864","DOIUrl":"https://doi.org/10.3205/zma000864","url":null,"abstract":"<p><strong>Background: </strong>Regular student evaluations at the Technical University Munich indicate the necessity for improvement of the clinical examination course. The aim of this study was to examine if targeted measures to restructure and improve a clinical examination course session lead to a higher level of student satisfaction as well as better self-assessment of the acquired techniques of clinical examination.</p><p><strong>Methods: </strong>At three medical departments of the Technical University Munich during the 2010 summer semester, the quantitative results of 49 student evaluations (ratings 1-6, German scholastic grading system) of the clinical examination course were compared for a course before and a course after structured measures for improvement. These measures included structured teaching instructions, handouts and additional material from the Internet.</p><p><strong>Results: </strong>47 evaluations were completed before and 34 evaluations after the measures for improvement. The measures named above led to a significant improvement of the evaluative ratings in the following areas: short introduction to the topic of each clinical examination course (from 2.4±1.2 to1.7±1.0; p=0.0020) and to basic measures of hygiene (from 3.8±1.9 to 2.5±1.8; p=0.004), structured demonstration of each clinical examination step (from 2.9±1.5 to 1.8±1.0; p=0.001), sufficient practice of each clinical examination step (from 3.1±1.8 to 2.2±1.4; p=0.030) structured feedback on each clinical examination step (from 3.0±1.4 to 2.3±1.0; p=0.0070), use of handouts (from 5.2±1.4 to 1.8±1.4; p<0.001), advice on additional learning material (from 5.0±1.4 to 3.4±2.0; p<0.001), general learning experience (from 2.4±0.9 to 1.9±0.8; p=0.017), and self-assessment of the acquired techniques of clinical examination (from 3.5±1.3 to 2.5±1.1; p<0.01).</p><p><strong>Conclusion: </strong>Structured changes led to significant improvement in the evaluative ratings of a clinical examination course session concerning preparation of the tutors, structure of the course, and confidence in performing physical examinations.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc21"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/4e/d3/ZMA-30-21.PMC3671317.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31575562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AKWLZ annual meeting 2012 in Witten.","authors":"Andreas Söhnel,&nbsp;Ute Gerhards","doi":"10.3205/zma000862","DOIUrl":"https://doi.org/10.3205/zma000862","url":null,"abstract":"Herr Professor Henk Schmidt, seines Zeichens Psychologe und derzeitiger Rektor der Erasmus Universität Rotterdam (Niederlande), zeigte in seinem sehr kurzweiligen und interaktiven Vortrag die Grundlagen des Lernens und die Abhängigkeit von der intrinsischenMotivation des Lernenden. Anhand einer der möglichen Techniken, mit der es dem Inder Rajan Mahadevan 1981 gelang, die Zahl ╥ aus demGedächtnis bis zur 31.811-ten Nachkommastelle fehlerfrei aufzusagen, demonstrierte er, wie neue Lerninhalte mit bereits vorhandenemWissen kombiniert werden können, um Inhalte langfristiger abzuspeichern. Herr Professor Hans-Jürgen Lange (Politikwissenschaftler, Witten/Herdecke) stellte in seinem Vortrag die Wissensvermittlung im Studium fundamentale an der gastgebenden Universität Witten/Herdecke vor. Das Studium fundamentale bildet seit Gründung der Universität als obligater Bestandteil aller Studiengänge die Basis des Bildungsansatzes der Universität. Das Ziel des Studium fundamentale ist es, den Studierenden aus einer fächerübergreifenden Perspektive verschiedene philosophische, wissenschaftliche und künstlerische Ansätze und Denkweisen nahe zu bringen und ihnen dadurch weitergehende Reflexionsund Handlungskompetenzen zu vermitteln als rein fachund berufsbezogene Studiengänge dies in der Regel zu leisten vermögen. In seinem Vortrag zu neuen Konzepten der Wissensmodellierung, ihre Auswirkungen auf die Entstehung von Wissen und das Lernen veranschaulichte Herr Dipl. Wirt.","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc19"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/df/6f/ZMA-30-19.PMC3671315.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31575560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GMA: reaching a zenith and taking part in many competitions.","authors":"Martin R Fischer","doi":"10.3205/zma000870","DOIUrl":"https://doi.org/10.3205/zma000870","url":null,"abstract":"Die Gesellschaft für Medizinische Ausbildung (GMA) darf dieses Jahr ihren 35-jährigen Geburtstag feiern und ist damit in den besten Jahren. Am Erwachsensein besteht nun kein Zweifel mehr auch wenn wir uns in der Vergangenheit hin und wieder mal eine Unvernunft geleistet haben. Die GMA ist erfreulicherweise an einer Reihe wichtiger Entwicklungsprozesse beteiligt: So wurde sie aufgrund ihres Sachverstandes und ihrermaßgeblichenBeteiligung an der Entwicklung der Nationalen Kompetenzbasierten LernzielkatalogeMedizin (NKLM) und Zahnmedizin (NKLZ) von der AG Modellstudiengänge Medizin des Wissenschaftsrates (WR) [http://www.wissenschaftsrat.de/ arbeitsbereiche-arbeitsprogramm/medizin.html] zur zukünftigenGestaltung desMedizinstudiums inDeutschland befragt. DasMedizinstudium soll zunehmend an Kompetenzen orientiert sein statt an der Abarbeitung einer zunehmenden Anzahl von Fächern und Querschnittsbereichen. Damit verbunden wäre eine Erhöhung der Umsetzungsfreiheiten einer zukünftigen Ärztlichen Approbationsordnung durch die Medizinischen Fakultäten zur Erreichung und Überprüfung dieser Kompetenzen der Absolventinnen und Absolventen. Dafür ist u.a. die Etablierung einer bundeseinheitlichen strukturierten klinischpraktischen Abschlussprüfung (M2) in Anlehnung an die seit 2011 in der Schweiz umgesetzte staatliche OSCE wünschenswert. Nicht zuletzt können dieseMaßnahmen zu einer Verbesserung der Anschlussfähigkeit des Medizinstudiums an die ärztliche Weiterbildung beitragen. Im Februar hat sich ein Symposium in Bochum mit der Evidenzbasierten Weiterentwicklung des Medizinstudiums befasst. Dabei ist deutlich geworden, dass es zur Bewertung des Erfolges von Reformcurricula undModellstudiengängen großer gemeinsamer Anstrengungen aller Interessenträger bedarf, um sich auf dafür geeignete qualitative und quantitative Bewertungskriterien zu einigen. Die alleinige Verwendung lernwirksamer Methoden nach Effektstärken ausMetanalysen zum Lernen, wie sie öffentlichkeitswirksam John Hattie anlässlich der Veröffentlichung seines Buches „Visible Learning“ in deutscher Sprache fordert, ist eine wichtige Quelle dafür, wird allein aber keinesfalls die Lösung für diese Herausforderungen bringen [1]. Neben der unverzichtbaren Nutzung verfügbarer Evidenzen aus der empirischen Bildungsforschung wird immer auch ein Konsensfindungsprozess eine Rolle spielen, der die Qualitätskriterien für gute Lehre an der jeweiligen Fakultät mit ihren besonderen Rahmenbedingungen festlegt. Der GMA-Ausschuss „Weiterentwicklung des Medizinstudiums und der Ausbildungsordnungen“ wird sich weiter intensiv hiermit beschäftigen. In der vorliegenden Ausgabe der ZMA findet sich das Positionspapier der GMA zur Zukunft der Ärztlichen Weiterbildung, das im Dialog zwischen dem Ausschuss Weiterbildung und dem Vorstand entstanden ist. Weitere Papiere zu diesem Thema sind in Arbeit. Die Kompetenzorientierung der gemeinsam mit dem Medizinischen Fakultätentag (MFT) entwickelten NKLM und NKLZ wurde erfreulicherweis","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc27"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/2e/6c/ZMA-30-27.PMC3671323.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31482616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feasibility, acceptance and impact of team-based learning in neurology: a pilot study.","authors":"Jochen Brich","doi":"10.3205/zma000863","DOIUrl":"https://doi.org/10.3205/zma000863","url":null,"abstract":"<p><strong>Unlabelled: </strong>BACKGROUND/GOAL: Neurology is rated as one of the most difficult specialties by medical students, as well as by medical practitioners in other areas. Team-based learning (TBL) as a method of active and group-based learning seems to be a suitable method to achieve greater learning success and a better understanding of neurology.</p><p><strong>Methods: </strong>The TBL neurology course was designed as a supplemental program within the regular neurology course for third-year medical students. This supplemental course consisted of six 90-minute units as a pilot study during the 2011-12 winter semester and was evaluated in terms of time and effort. The acceptance of the TBL concept in general, as well as of the TBL neurology course in particular, was assessed using written evaluations. The results of the final exam were analyzed with regard to participation in TBL and the content imparted therein.</p><p><strong>Results: </strong>The preparation time was approximately 8 hours per unit. The implementation was without difficulty. The high rate of regular attendance and the consistently very positive evaluation results indicated a high acceptance of the TBL concept in general, as well as of the TBL neurology course in particular. TBL participants displayed better results on the final exam in topics also covered in the TBL units.</p><p><strong>Conclusion: </strong>The resulting achievement of a subjectively better understanding and a simultaneously higher level of interest in neurology justified the one-time, relatively intense preparation effort for TBL. The high acceptance among students inexperienced in teamwork suggests an unproblematic transfer to other preclinical or clinical courses. The impact on measurably improved results in clinical reasoning and problem-solving skills should be further investigated in the context of controlled studies.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc20"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/84/8b/ZMA-30-20.PMC3671316.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31575561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The future of graduate medical education in Germany - position paper of the Committee on Graduate Medical Education of the Society for Medical Education (GMA).","authors":"Dagmar M David, Alexander Euteneier, Martin R Fischer, Eckhart G Hahn, Jonas Johannink, Katharina Kulike, Robert Lauch, Elmar Lindhorst, Michael Noll-Hussong, Severin Pinilla, Markus Weih, Vanessa Wennekes","doi":"10.3205/zma000869","DOIUrl":"10.3205/zma000869","url":null,"abstract":"<p><p>The German graduate medical education system is going through an important phase of changes. Besides the ongoing reform of the national guidelines for graduate medical education (Musterweiterbildungsordnung), other factors like societal and demographic changes, health and research policy reforms also play a central role for the future and competitiveness of graduate medical education. With this position paper, the committee on graduate medical education of the Society for Medical Education (GMA) would like to point out some central questions for this process and support the current discourse. As an interprofessional and interdisciplinary scientific society, the GMA has the resources to contribute in a meaningful way to an evidence-based and future-oriented graduate medical education strategy. In this position paper, we use four key questions with regards to educational goals, quality assurance, teaching competence and policy requirements to address the core issues for the future of graduate medical education in Germany. The GMA sees its task in contributing to the necessary reform processes as the only German speaking scientific society in the field of medical education.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc26"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/36/5b/ZMA-30-26.PMC3671322.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31482615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A single standardized practical training for surgical scrubbing according to EN1500: effect quantification, value of the standardized method and comparison with clinical reference groups.","authors":"Andreas Fichtner,&nbsp;Elke Haupt,&nbsp;Tobias Karwath,&nbsp;Katharina Wullenk,&nbsp;Christoph Pöhlmann,&nbsp;Lutz Jatzwauk","doi":"10.3205/zma000867","DOIUrl":"https://doi.org/10.3205/zma000867","url":null,"abstract":"<p><strong>Unlabelled: </strong>The standardized training of practical competences in skills labs is relatively new among German Medical Faculties. The broad acceptance and outstanding evaluation results do not provide objective data on the efficiency and cost-efficiency of these trainings. This study aims on the quantification of the teaching effect of the surgical scrubbing technique EN1500 and its comparison with clinical references of OR personnel.</p><p><strong>Methods: </strong>161 4(th) year medical students were randomized into intervention and control group. The intervention group received a 45 minute standardized peer-teaching training of practical competences necessary in the OR including the scrubbing according to EN1500. Fluorescence dye was mixed in the disinfectant solution. After hand disinfection, standardized fotographs and semi-automated digital processing resulted in quantification of the insufficiently covered hand area. These results were compared with the control group that received the training after the test. In order to provide information on the achieved clinical competence level, the results were compared with the two clinical reference groups.</p><p><strong>Results: </strong>The intervention group remained with 4,99% (SD 2,34) insufficiently covered hand area after the training compared to the control group 7,33% (SD 3,91), p<0,01. There was no significant difference between control group and reference groups: surgeons 9,32% (SD 4,97), scrub nurses 8,46% (SD 4,66). The student intervention group showed results that were significantly better than the clinical references. The methodic mistake remained negligible. In the sub-group analysis, the students with low or medium experience in surgical scrubbing and hand disinfection derived highest benefit from the training, whereas students with no or high experience did benefit less. All participants showed better results on hand palms compared to back of hand areas.</p><p><strong>Discussion: </strong>A single standardized peer-teaching of surgical scrubbing and hand disinfection according to EN1500 is sufficient to improve the measurable coverage of hand area and reduce the disinfection gap by 1/3. In absolute measures, the competence level of experienced surgeons and scrub nurses is achieved or even exceeded.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc24"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/38/72/ZMA-30-24.PMC3671320.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31575565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience.","authors":"Rainer Büscher, Dominik Weber, Anja Büscher, Maite Hölscher, Sandra Pohlhuis, Bernhard Groes, Peter F Hoyer","doi":"10.3205/zma000868","DOIUrl":"10.3205/zma000868","url":null,"abstract":"<p><p>Since 1986 medical students at the University Children's Hospital Essen are trained as peers in a two week intensive course in order to teach basic paediatric examination techniques to younger students. Student peers are employed by the University for one year. Emphasis of the peer teaching program is laid on the mediation of affective and sensomotorical skills e.g. get into contact with parents and children, as well as manual paediatric examination techniques. The aim of this study is to analyse whether student peers are able to impart specific paediatric examination skills as good as an experienced senior paediatric lecturer. 123 students were randomly assigned to a group with either a senior lecturer or a student peer teacher. Following one-hour teaching-sessions in small groups students had to demonstrate the learned skills in a 10 minute modified OSCE. In comparison to a control group consisting of 23 students who never examined a child before, both groups achieved a significantly better result. Medical students taught by student peers almost reached the same examination result as the group taught by paediatric teachers (21,7±4,1 vs. 22,6±3,6 of 36 points, p=0,203). Especially the part of the OSCE where exclusively practical skills where examined revealed no difference between the two groups (7,44±2,15 vs. 7,97±1,87 of a maximum of 16 points, p=0,154). The majority of students (77%) evaluated peer teaching as stimulating and helpful. The results of this quantitative teaching study reveal that peer teaching of selected skills can be a useful addition to classical paediatric teaching classes.</p>","PeriodicalId":30054,"journal":{"name":"GMS Zeitschrift fur Medizinische Ausbildung","volume":"30 2","pages":"Doc25"},"PeriodicalIF":0.0,"publicationDate":"2013-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/7e/f8/ZMA-30-25.PMC3671321.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31575566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}