GMS Journal for Medical Education最新文献

{"title":"Minimum requirements for scientific training in medical studies.","authors":"Julia Eckel, Elena Sperk, Wilko Thiele, Katrin Schüttpelz-Brauns","doi":"10.3205/zma001740","DOIUrl":"10.3205/zma001740","url":null,"abstract":"<p><p>We propose a new approach to deriving minimum standards for scientific training in medical studies. This approach allows specific learning objectives to be clearly defined and presented, in an easily comprehensible manner. We contend that a fundamental prerequisite for university studies is the instruction in the systematic scientific method that can be described through the scientific cycle. This instruction provides the foundation for the acquisition of scientific knowledge and evidence-based practice in medicine.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc16"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131508/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227114","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":"Undergraduate ophthalmology education according to International Council of Ophthalmology guidelines: A systematic review.","authors":"Luksanaporn Krungkraipetch, Naruporn Krungkraipetch, Gamon Savatsomboon","doi":"10.3205/zma001753","DOIUrl":"10.3205/zma001753","url":null,"abstract":"<p><strong>Objectives: </strong>The research focused on the recommendations of the International Council of Ophthalmology, specifically regarding the duration of ophthalmology education, areas of clinical exposure, essential skills, and adherence to these standards internationally.</p><p><strong>Methodology: </strong>A thorough search was conducted in the PubMed, Cochrane Library, Scopus, and ERIC databases up to April 2024 to identify studies related to International Council of Ophthalmology (ICO) principles in undergraduate medical education. Two independent reviewers assessed citations for inclusion criteria, gathered data, and evaluated the risk of bias using the ROBIN-I tool, PROSPERO CRD42024517718.</p><p><strong>Findings: </strong>From 537 unique references, only eight research articles qualified for inclusion. The primary educational aim in most studies was to meet the ICO requirements. Typically, medical students spend at least two weeks focusing on ophthalmology. These courses offer extensive exposure to ophthalmic patients across diverse clinical environments, such as ophthalmology clinics, emergency departments, and surgical theaters. Instructional methods include theoretical lectures, small group discussions, self-directed learning, and hands-on clinical experiences. The study found that the adoption of ICO recommendations varied from 20% to 36%.</p><p><strong>Conclusions: </strong>This research evaluates how undergraduate ophthalmology education in medical schools correlates with ICO guidelines, indicating that implementation remains limited. Enhanced promotion of these standards in educational institutions is essential, alongside further studies.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc29"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131512/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227171","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":"Together! Clinic, research and teaching in human medicine, nursing, veterinary medicine and psychology: interdisciplinary, interprofessional, transhierarchical.","authors":"Christoph Nikendei","doi":"10.3205/zma001754","DOIUrl":"10.3205/zma001754","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc30"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131503/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227170","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":"Promoting interdisciplinarity and the timely integration of palliative care through the development and implementation of a blended learning elective for medical students.","authors":"Yann-Nicolas Batzler, Manuela Schallenburger, Tabea Sammer, Jan Haussmann, Bálint Tamaskovics, Marc Rehlinghaus, Julia von Schreitter, Stefanie Otten, Corinna Fohler, Jacqueline Schwartz, André Karger, Günter Niegisch, Martin Neukirchen","doi":"10.3205/zma001748","DOIUrl":"10.3205/zma001748","url":null,"abstract":"<p><strong>Background: </strong>Given demographic changes and a rising prevalence of oncological diseases, understanding the importance of interdisciplinary collaboration and a timely integration of palliative care is crucial. However, both are underrepresented in medical curricula. To address this gap, we introduced a new elective in which students follow the journey of a fictitious patient with prostate cancer from diagnosis until death.</p><p><strong>Method: </strong>The elective was conducted through repeated joint meetings by a multi-professional and interdisciplinary (palliative care, urology, radiation oncology, psychosomatic medicine) team. Alongside its development, an outcome evaluation was designed to assess satisfaction (Likert scale) and learning gains (comparative self-assessment, CSA [%]). After pilot testing, the content and structure were adapted. The elective followed a blended learning approach. The content covered guideline-adherent treatment of prostate cancer, breaking bad news, initial contact with palliative care, symptom control based on the total pain concept.</p><p><strong>Results: </strong>Students (n=8) expressed high satisfaction. They found the structure comprehensible and considered the content valuable for medical practice. Students gained knowledge, especially in defining total pain (83%) and the indication of the timely integration of specialized palliative care (77%).</p><p><strong>Conclusion: </strong>Using prostate cancer as an example disease, we integrated multiple disciplines into treatment strategies, demonstrating the benefits of multi-professional and multidisciplinary collaboration. This approach aids in identifying patients who could benefit from palliative care. Our concept is adaptable to other tumor types and settings, enhancing awareness of patient-centered issues that are often overlooked in medical curricula.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc24"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131507/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227163","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":"Teaching/learning formats and cross-cutting issues for the design of interprofessional education for healthcare professions - literature review and analysis of training and examination regulations.","authors":"Jann Niklas Vogel, Annemarie Bagner, Rebecca Schnaak, Matthias Müller","doi":"10.3205/zma001750","DOIUrl":"10.3205/zma001750","url":null,"abstract":"<p><strong>Background: </strong>Educational institutions in Germany are facing the challenge of providing healthcare professionals with the skills they need to collaborate interprofessionally. Appropriate skills can be acquired through suitable teaching/learning formats and cross-cutting topics. However, there is a lack of empirical results on the design of appropriate teaching/learning formats in order to apply the cross-cutting topics effectively in as many healthcare professions as possible.</p><p><strong>Methodology: </strong>An integrative literature review on suitable teaching/learning formats was carried out in which 21 titles were analysed and presented in a table. The typology according to Sottas et al. was used as a deductive evaluation framework. In order to identify cross-cutting issues, an analysis of the training and examination regulations for healthcare professions in Germany was carried out, with an evaluation using frequency counts.</p><p><strong>Results: </strong>The three most common cross-cutting topics are counselling, quality assurance and the structured care process. The topics are to be taught using methods such as case-based and problem-oriented learning, interprofessional group work or simulation. The debriefing of interprofessional teaching/learning formats is highly relevant.</p><p><strong>Discussion & conclusion: </strong>Interprofessional teaching for healthcare professions rarely takes place in the form of observation-based and hands-on learning in Germany. In addition, only a few healthcare professions are usually involved in interprofessional teaching and learning formats. Both of these factors impede the teaching of complex interprofessional skills.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc26"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131511/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227168","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":"Program development and initial experiences with the online class \"Erste Hilfe Kasten - Allgemeinmedizin\".","authors":"Sabine Seiler, Frederik Schelter, Eberhard Nöfer, Marco Roos","doi":"10.3205/zma001741","DOIUrl":"10.3205/zma001741","url":null,"abstract":"<p><strong>Objective: </strong>This project aims to provide doctors in postgraduate training (ÄiW) in general medicine with business knowledge of practice management through a modular training program within an e-learning environment, thereby reducing important barriers to establishing a medical practice.</p><p><strong>Methodology: </strong>To develop the concept, a needs analysis (interviews with medical specialists, ÄiW, and medical students) was combined with teaching and informational materials from the Association of Statutory Health Insurance Physicians.</p><p><strong>Results: </strong>The developed e-learning concept consists of twelve self-contained modules that include various formats (teaching letters, videos, audio slide presentations, and checklists) for knowledge transfer and reflection. By May 2024, 72 participants had started using the class. The needs initially stated by the participants largely corresponded with the content offered. So far, the possibility of feedback to adapt the content or questions about the content have not been used.</p><p><strong>Conclusion: </strong>The modular e-learning class presented here covers business management topics in general practice and can help reduce this important barrier.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc17"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131513/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227115","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 impact of changes in medical school admission procedures on study success: A comparative analysis at Hannover Medical School.","authors":"Stefanos A Tsikas, Volkhard Fischer","doi":"10.3205/zma001751","DOIUrl":"10.3205/zma001751","url":null,"abstract":"<p><strong>Background: </strong>In the academic year 2020/21, alterations were introduced in the admission procedures for medical studies, particularly within the selection quota (AdH). These changes reduced the significance of school-leaving grades (the Abitur) in favor of the Test for Medical Studies (TMS) and considerations of professional training & voluntary service as non-cognitive criteria. The waiting time regulation (WQ) was replaced by a \"Special Aptitude Quota\" (ZEQ), where experienced professionals were classified based on TMS results. This article examines whether and how those changes have influenced study success in the first two years of medical studies.</p><p><strong>Methods: </strong>We compare the cohorts of 2020 and 2021 (new admission procedure) with the preceding three cohorts, admitted through the old admission process at Hannover Medical School (MHH). Dimensions of study success include dropout rates, progression in studies (completion of the first section within the standard study period), and performance in all written module examinations during the first two study years. The quota of high school top performers (AQ) serves as the reference group. Using ANOVA and comparative statistics, we investigate changes within and between quotas.</p><p><strong>Results: </strong>Alterations in admission procedures resulted in ZEQ and AdH cohorts being admitted with significantly poorer Abitur grades. While dropout rates decreased in all considered quotas, it is not statistically significant. ZEQ students were more likely to complete the first section on time compared to WQ. AdH entrants after 2020 achieved significantly higher scores in examinations than cohorts from 2017-2019, closing the gap with high school top performers. Both groups consistently outperform WQ/ZEQ in examinations.</p><p><strong>Discussion: </strong>Historically, Abitur grades have been a reliable predictor of study success. However, recent years have seen an inflation of excellent high school diplomas. We have demonstrated that a shift away from the Abitur toward aptitude tests and even explicitly non-cognitive criteria does not jeopardize success in medical studies. On the contrary, our findings suggest a trend toward increased study success among ZEQ and AdH. The gap towards AQ, however, remains sizeable.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc27"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131504/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227169","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 skills lab communication training in a bachelor's programme in psychology based on communicative self-efficacy.","authors":"Maren Menzel, Swetlana Philipp, Katrin Schulz, Thomas Fankhänel, Sabine Rehmer, Susanne Hardecker, Dorothea Portius, Sara Ramminger, Ulrike Zergiebel, Maximilian Schochow, Hiltraut Paridon, Sylvia Sänger, Anja Trummer, Alexander Ernst, Sandra Meusel, Katharina Wick","doi":"10.3205/zma001746","DOIUrl":"10.3205/zma001746","url":null,"abstract":"<p><strong>Aim: </strong>The aim of this study is to test and evaluate a one-time communication training session.</p><p><strong>Methods: </strong>The focus of the evaluation is on the self-assessed communicative self-efficacy (SE-12) of students in the undergraduate degree programme in psychology before and after completing the communication training in the skills lab, during which simulated patients were used. The communication training was also evaluated by the students, and both positive feedback and suggestions for improvement were recorded. To do this, a quantitative study with a quasi-experimental design and a retrospective pre-post measurement (then-test) was conducted. The sample consists of 16 students in the undergraduate psychology programme at the SRH University of Applied Sciences Campus Gera (age: <i>M</i>=20.9, <i>SD</i>=1.7; 87.5% female). The available data was analysed descriptively and using t-tests.</p><p><strong>Results: </strong>The results show that students who completed the communication training report significantly higher communicative self-efficacy than prior to the communication training (t(15)=-6.04, p<.001, d=.75). Furthermore, the students rated the communication training positively.</p><p><strong>Conclusion: </strong>From the results, it can be concluded that simulation-based communication training can positively influence psychology students' communicative self-efficacy and that they rate the training positively. Communication training can be viewed as an important means to implement the mandated teaching of professionally relevant skills to psychology students in order to prepare them for professional participation in the labour market.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc22"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131499/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227111","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":"SiGerinn - interprofessional patient safety training in perinatal care: Concept and formative evaluation.","authors":"Katharina Averdunk, Judith Hammerschmidt, Angela Klein, Matthias Weigl","doi":"10.3205/zma001749","DOIUrl":"10.3205/zma001749","url":null,"abstract":"<p><strong>Objectives: </strong>Interprofessional education (IPE) seeks to promote interprofessional competencies among care providers, to help improve quality of care and patient safety. Interprofessional collaboration (IPC) and teamwork are particularly important in perinatal care. Therefore, we introduced <i>SiGerinn (Safety and interprofessionality in perinatal care - Together and from the beginning)</i>, an interprofessional patient safety training for students in perinatal care. Here, we aim to present its concept and formative evaluation results.</p><p><strong>Methods: </strong>The training programme designed for midwifery, nursing and medical students, focuses on IPC core competencies and safety communication techniques pertaining to perinatal care. It consists of two one-hour training sessions implemented in the setting of an inter-professional training ward in the local postpartum care unit of an academic university hospital. Additionally, skilled practice trainers supervised practical application of learning contents in the ward. Formative evaluation involved semi-structured interviews with practice trainers, focusing on relevance and feasibility.</p><p><strong>Results: </strong>Practice trainers reported overall acceptance of the training content. High individual motivation was identified as a key success factor for implementing IPE and IPC. Leaders' support and structural feasibility were also identified as critical factors. The remaining challenges for future training adaptations need to be considered for sustainable transfer to safe perinatal care practice.</p><p><strong>Conclusion: </strong>Our formative evaluation and preliminary experiences of <i>SiGerinn</i> revealed several critical success factors and barriers for IPE and IPC in perinatal care. We identified critical challenges and opportunities for future project refinement, serving as a blueprint for similar initiatives in perinatal care and beyond.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc25"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227164","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":"Study smart: Peer-teaching workshop series for learning strategies, time and stress management in medical studies - a project report.","authors":"Georg Gross, Leon Feron, Felix Beetz, Nicolas Krapp, Katrin Schüttpelz-Brauns","doi":"10.3205/zma001744","DOIUrl":"10.3205/zma001744","url":null,"abstract":"<p><strong>Introduction: </strong>Studying medicine places high demands on students' learning behavior. Nevertheless, most medical faculties in German-speaking countries do not offer curricular training for the acquisition of key learning skills. The aim of the project was to develop a series of workshops on evidence-based learning strategies, time and stress management.</p><p><strong>Project description: </strong>The \"study smart\" workshop series was developed by students of the Mannheim Medical Faculty in 2018. Participants learn evidence-based techniques for long-term knowledge acquisition, self-, time- and stress management. Due to high demand, the workshop was subsequently incorporated as a permanent component of the curriculum. Since 2021, \"study smart\" has been a project of the German Medical Students' Association. Once yearly, students from other faculties are trained at a peer-training-weekend. In total, the workshop series was offered at 8 faculties and several times online. In 2021, a one-off survey of medical students was also conducted at the Medical Faculty Mannheim two months after the workshop series.</p><p><strong>Results: </strong>A total of 68 workshop participants and 72 non-participants took part in the survey. This showed a more frequent use of the \"active recall\" learning strategy, in particular the \"anki\" flashcard program (14 (33%) of participants vs. 4 (10%) of non-participants; p=0.009). Participants reported creating Anki decks, which are shared with the entire class and revised together. In total, over 1000 medical students across Germany have participated in the workshop series over the past 5 years.</p><p><strong>Discussion: </strong>Student interest in the workshop series remains high. Study Smart has become a widely utilized and highly regarded program. In the assessment of satisfaction with their own learning strategies, there was no significant difference between participants and non-participants. There are also challenges in the long-term implementation of the workshops at medical faculties at other universities due to a high turnover of peer teachers. The national project coordinator is therefore working on establishing local group networks.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"42 2","pages":"Doc20"},"PeriodicalIF":1.5,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12131506/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144227167","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}