GMS Journal for Medical Education最新文献

{"title":"Tablet-based versus presentation-based seminars in radiology: Effects of student digital affinity and teacher charisma on didactic quality.","authors":"Sandra Weigel, Joy Backhaus, Jan-Peter Grunz, Andreas Steven Kunz, Thorsten Alexander Bley, Sarah König","doi":"10.3205/zma001641","DOIUrl":"10.3205/zma001641","url":null,"abstract":"<p><strong>Aims: </strong>Tablets are being adopted as teaching medium in medical education more frequently. Here we compared two teaching formats in a radiology seminar using a tablet-based student-centred approach guided by teachers and traditional presentation-based, teacher-centred instruction. The aim was to investigate the effects on academic performance, estimated learning gain, didactic quality, as well as how teacher charisma and student digital affinity influence these elements.</p><p><strong>Methods: </strong>Data from 366 students were collected. Student digital affinity, didactic quality of, and overall satisfaction with the seminars were rated for each teaching format over three semesters, whereby in the last semester, students additionally estimated their learning gain, took a knowledge and image interpretation test, and rated teacher charisma.</p><p><strong>Results: </strong>The tablet-based seminars yielded significantly higher ratings for didactic quality and overall satisfaction. However, the presentation-based seminars proved superior with respect to academic performance as well as estimated learning gain. When employing tablets, teacher charisma correlated with estimated learning gain, and digital affinity affected didactic quality. Additionally, good seminar organization, comprehensible learning objectives, and optimal variation of learning activities were identified as important factors.</p><p><strong>Conclusion: </strong>This study suggests a complex interplay of various factors concerning teachers, students, and didactics that can be assessed and improved to assure the successful curricular implementation of tablets. Of note, tablet integration and thereby active engagement of students with imaging analysis skills does not automatically result in greater declarative knowledge. Nevertheless, understanding the complexities of structuring and delivering tablet-based, teacher-guided instruction is essential to creating meaningful educational experiences.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc59"},"PeriodicalIF":1.5,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594033/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163218","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":"Community-supported teaching on the topic of transgender identity in undergraduate medical education - a pilot project.","authors":"Matthias Besse,&nbsp;Jörg Signerski-Krieger,&nbsp;Hannah Engelmann,&nbsp;Né Fink,&nbsp;Isabel Methfessel,&nbsp;Michael Belz","doi":"10.3205/zma001640","DOIUrl":"10.3205/zma001640","url":null,"abstract":"<p><strong>Introduction and objectives: </strong>Future physicians are insufficiently prepared for the topic of transgender identity during their studies. Relevant courses during undergraduate medical education are heterogeneous and not widely established within the curricula. At our university, we investigated if students' knowledge of transgender identity could be increased through medical specialist teaching and teaching delivered by representatives of the trans* community (community-supported teaching).</p><p><strong>Methods: </strong>During summer semester 2021 (SS21), the knowledge level on transgender identity of 134 medical students in their fifth clinical semester was evaluated (phase 1). In addition, knowledge gain on gender incongruence through the module \"psychiatry\" was retrospectively surveyed across two dimensions: 1. diagnostic criteria, 2. treatment/care. During winter semester 2021/22 (WS 21/22), a 90-minute seminar on transgender identity was held either community-supported or by medical specialists (phase 2). Following the psychiatry exam, a re-evaluation was carried out by 115 students (phase 3).</p><p><strong>Results: </strong>The students in SS21 did not feel sufficiently educated in the topic of transgender identity through their studies, but rated the relevance of the topic for their later profession as high. Learning gain improved after the introduction of the seminar in WS21/22 compared to the previous semester (both dimensions <i>p</i><.001). Community-supported and specialist teaching achieved equivalent results.</p><p><strong>Conclusion: </strong>One 90-minutes seminar led to a significant learning gain regarding the topic of transgender identity. Community-supported teaching is a promising way to impart knowledge in a qualified manner: Medical faculties should use this form of teaching to convey established knowledge to students in future curricula.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc58"},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163214","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":"Medical students in their first consultation: A comparison between a simulated face-to-face and telehealth consultation to train medical consultation skills.","authors":"Lena Dahmen,&nbsp;Maike Linke,&nbsp;Achim Schneider,&nbsp;Susanne J Kühl","doi":"10.3205/zma001645","DOIUrl":"10.3205/zma001645","url":null,"abstract":"<p><strong>Objective: </strong>A simulated conversation between a physician and a family member, i.e., a medical conversation, was changed from a conventional face-to-face conversation (SS 2019) to a telehealth conversation (SS 2020) due to the COVID-19 pandemic. The medical education conversation is part of the biochemistry seminar \"From Genes to Proteins\" which second semester human medicine students take. The objective of this study was to analyze to what extent the switch from face-to-face to telehealth conversations affected student satisfaction and motivation.</p><p><strong>Methodology: </strong>In the seminar, students study biochemical as well as competency-oriented content, such as how to talk to family members. In the summer semester of 2019, students were trained how to talk to their patients' family members in a traditional conversation setting with the help of lay actors in a classroom format. In the summer semester of 2020, this conversation took place under comparable conditions, but in the form of an online telehealth conversation instead. Student satisfaction and motivation were surveyed by means of an evaluation questionnaire following the seminar in both semesters.</p><p><strong>Results: </strong>Both conversation formats achieved a high level of satisfaction from students (school grade A-B). For some evaluation items, such as \"realistic conversation simulation\", the face-to-face conversation was perceived as more satisfying (<i>Md=5.0, IQR=1.0</i>) than the telehealth conversation (<i>Md=5.0, IQR=2.0</i>). In addition, the face-to-face conversation resulted in higher subjective motivation from students (<i>Md=5.0, IQR=1.0</i>) than that of the telehealth conversation (<i>Md=4.0, IQR=2.0</i>).</p><p><strong>Conclusion: </strong>The high student satisfaction and acceptance of both didactic concepts leads to the conclusion that the simulated telehealth conversation is an adequate substitute for the simulation of a traditional face-to-face conversation with regard to the parameters that were studied.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc63"},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594035/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163217","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 of the alternative medical curriculum at the Hannover Medical School on length of study and academic success.","authors":"Stefanos A Tsikas,&nbsp;Volkhard Fischer","doi":"10.3205/zma001646","DOIUrl":"10.3205/zma001646","url":null,"abstract":"<p><strong>Objective: </strong>The model curriculum HannibaL (Hannoversche integrierter berufsorientierter und adaptiver Lehrplan) differs significantly from other medical study programs in Germany in terms of its structure with which, among other factors, the Hannover Medical School (MHH) saw an opportunity to positively influence the length of study. We investigate how the length of medical study is influenced by the curriculum's structure and whether this has any impact on academic success.</p><p><strong>Methods: </strong>We use data from over 2,500 students who studied medicine at MHH between 2011 and 2021. We measure study time as the number of years which pass until completion of the respective study phases and academic success as the grades achieved on final exams.</p><p><strong>Results: </strong>Since they more often fail or postpone exams, students admitted based on special quotas (VQ) or a waiting list (WQ) need significantly more time to complete the first study phase (M1) compared to students who were admitted based on a selection process (AdH) or who belong to the \"best school graduates\" quota (AQ) because they earned the highest scores on the final secondary school exam. Yet, students from all admission groups reach the written state exam (M2) almost simultaneously. In HannibaL, WQ and VQ manage to catch up on delays from M1 with no negative impact on success in M2. In general, however, VQ and WQ achieve lower grades and drop out more often than students from AQ and AdH.</p><p><strong>Discussion: </strong>In the regular curriculum, students can only proceed with their studies once M1 has been entirely completed. HannibaL, on the other hand, allows for the catching up of delays from the first two years of study by integrating both study phases. The curricular structure thus accommodates students with lower academic performance who accumulate delays early on in their studies. By contrast, delays in the AQ and AdH groups arise during the second phase of study (M2).</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc64"},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594034/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163215","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":"Dog assisted education in children with rheumatic diseases and adolescents with chronic pain in Germany.","authors":"Jan Kiesewetter, Nadja Herbach, Iris Landes, Julia Mayer, Verena Elgner, Karin Orle, Alexandra Grunow, Rovena Langkau, Christine Gratzer, Annette F Jansson","doi":"10.3205/zma001626","DOIUrl":"10.3205/zma001626","url":null,"abstract":"<p><strong>Objectives: </strong>Animal assisted intervention is an increasingly accepted tool to improve human well-being. The present study was performed to assess whether dog assisted education has a positive effect on children suffering from rheumatic disorders with pain and adolescents with chronic pain syndrome.</p><p><strong>Design: </strong>Two groups of juvenile patients were recruited: 7-17-year-old children in children with rheumatic diseases and adolescents with chronic pain syndromes. Overall, n=26 participated in the intervention, and n=29 in the control group.</p><p><strong>Setting: </strong>The intervention group met once a month, 12 times overall, for working with man trailing dogs in various locations.</p><p><strong>Main outcome measures: </strong>The influence of dog assisted education on quality of life (PedsQL^TM Scoring Algorithm), pain intensity, perception, coping (Paediatric Pain Coping Inventory-Revised), and state anxiety (State Trait Anxiety Inventory) was assessed.</p><p><strong>Results: </strong>The quality of life increased significantly in the investigated period, but for both, the intervention and the control group. The state anxiety of children was lower after the dog assisted education than before. After the dog training sessions, state anxiety was 18% to 30% lower than before the intervention. Some participants noted subjectively improved pain coping and changes in pain perception, which were not found in the data.</p><p><strong>Conclusion: </strong>Our results indicate that for children with rheumatic diseases and adolescents with chronic pain syndromes dog assisted education (1) might lead to an increase of the quality of life, (2) leads to decreased state anxiety from pre to post intervention and (3) does not influence pain perception, frequency and intensity.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 4","pages":"Doc44"},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10407579/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10358361","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":"Successful implementation of a rater training program for medical students to evaluate simulated pediatric emergencies.","authors":"Nadine Mand, Tina Stibane, Helmut Sitter, Rolf Felix Maier, Andreas Leonhardt","doi":"10.3205/zma001629","DOIUrl":"10.3205/zma001629","url":null,"abstract":"<p><strong>Introduction: </strong>Simulation-based training is increasingly used in pediatrics to teach technical skills, teamwork, and team communication, and to improve potential deficiencies in pediatric emergency care. Team performance must be observed, analyzed, and evaluated by trained raters. The structured training of medical students for the assessment of simulated pediatric emergencies has not yet been investigated.</p><p><strong>Methods: </strong>We developed a rater training program for medical students to assess guideline adherence, teamwork, and team communication in simulated pediatric emergencies. Interrater reliability was measured at each training stage using Kendall tau coefficients.</p><p><strong>Results: </strong>In 10 out of 15 pairs of raters interrater reliability was moderate to high (tau>0.4), whereas it was low in the remaining 5 pairs of raters.</p><p><strong>Discussion: </strong>The interrater reliability showed good agreement between medical students and expert raters at the end of the rater training program. Medical students can be successfully involved in the assessment of guideline adherence as well as teamwork and team communication in simulated pediatric emergencies.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 4","pages":"Doc47"},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10407587/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10358363","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":"Jan Stöhlmacher: Damit Vertrauen im Sprechzimmer gelingt: Ein persönlicher Wegweiser für Patienten und ihre Angehörigen","authors":"M. Angstwurm","doi":"10.3205/zma001623","DOIUrl":"https://doi.org/10.3205/zma001623","url":null,"abstract":"Trust in the health care system and especially in the doctor who treats them directly leads to an improvement in treatment outcomes [1]. The doctor's behavior influences the patient's trust [2]. In the national average, about 90% of patients have said for years that they are satisfied with their doctor, but 10% of patients have consistently no good or very good relationship with their doctor over years [http://www.kbv.de/html/ versichertenbefragung.php]. There are clear variations depending on the origin of patients and medical persons or also between the federal states. Already the privacy at the reception of a practice or an impersonal hospital, for example, plays a major role in whether the patient feels accepted or not. In 2021, 39% of respondents were less satisfied or not at all satisfied with the privacy at the reception. In 2017, 6% of patients said that despite explaining the acute problem or illness, they did not understand it. Unfortunately, patients then ask too few questions so as not to hold up the health service operation or the omniscient staff members. “It is one of the most important conversations in a person's life when they find out they are seriously ill,” says Jan Stöhlmacher, a hematologist and oncologist. He accompanied two of his closest relatives through these stages of life, observing his own emotions, reflecting on the behavior of himself and, above all, of his caring medical colleagues. Repeatedly, the reaction of the doctors seemed inappropriate to him. These experiences and his individual way of dealing with his own helplessness led to an intensive study of the topic “Trust – what patients and relatives can do for a good climate of discussion”. Thoughts and suggestions for improving communication can be found in the literature, e.g., with oncological patients [3], [4]. But it is precisely the authentic descriptions of situations from the perspective of an affected relative that enable comprehensible emotional reactions promoting empathy for patients, respect their inviolable dignity and point out possible deficiencies in verbal and non-verbal communication. This perspective is certainly new and not yet sufficiently presented in the literature. For which target groups could the book be of relevant use?","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42776893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Joachim Küchenhoff, Martin Teising: Sich selbst töten mit Hilfe Anderer. Kritische Perspektiven auf den assistierten Suizid","authors":"L. Wagner","doi":"10.3205/zma001622","DOIUrl":"https://doi.org/10.3205/zma001622","url":null,"abstract":"In 2020, theGerman Federal Constitutional Court deemed the prohibition of businesslike assisted suicide unconstitutional. In doing so, it made a judgment of historic singularity. Its reasoning echoes the increasingly individualistic orientation of both individual and social life. Two years later, Joachim Küchenhoff and Martin Teising published a book that critically examines this verdict and its significance for the individual and the “others” considered in the title from different perspectives. A contextualizing preface by the editors is followed by a total of 14 separate contributions in four parts. The most comprehensive one is the first part, which deals with the framework of the discussion on assisted suicide. Here, the focus is particularly on the addressed verdict and its “misinterpreted” understanding of the concepts of autonomy and freedom as a central point of criticism. This is followed by reflections on assisted suicide in medicine in the second part. In addition to a broad plea by physician and philosopher Giovanni Maio to society in general andmedicine in particular for more commitment to not give people a reason to consider suicide, the other two contributions focus primarily on the psychiatric context. The third part addresses the relationship between suicidal persons and their helpers, which has been little discussed in the public debate so far. This is done primarily from a psychoanalytic perspective, which repeatedly traces the psychodynamic process to the root of suicidality. Finally, the fourth part with its last two contributions is devoted to social and cultural aspects of assisted suicide. Noteworthily, the contribution by Lisa Werthmann-Resch, in which she analyzes the dynamics of suicide in “Winterreise” by Franz Schubert and in the contemporary same-titled film by Hans Steinbichler, stands out due to its unique approach. The broadness of perspectives as well as the resulting solutions and demands (in the sense of a more or less constructive criticism) vary between the contributions from broad and general to focused and concrete: powerful philosophical argumentations stimulate far-reaching thoughts, but may leave solution-oriented readers unsatisfied due to the lack of a practicable outlook. In other contributions, the discussed aspects and concrete possibilities of dealing with them are vividly illustrated by means of case reports rooted in history or the authors‘ own experiences. The cover blurb promises a broad interdisciplinary approach to the topic. However, at first glance, the 17 authors appear to be quite homogeneous due to their mostly psychiatric and psychotherapeutic, especially psychoanalytic backgrounds. This fact is also mentioned in the preface of the editors. Indeed, redundancies of some central aspects in the various contributions cannot be denied. For instance, given the psychoanalytic focus it is not surprising that Freud appears regularly in the contributions, both as the forefather of psychoanalytic ","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender medicine teaching increases medical students' gender awareness: results of a quantitative survey.","authors":"Laura Wortmann, Lena Haarmann, Amma Yeboah, Elke Kalbe","doi":"10.3205/zma001627","DOIUrl":"10.3205/zma001627","url":null,"abstract":"<p><strong>Background: </strong>Knowledge about gender implications of health is insufficiently integrated into university teaching in Germany. Gender awareness represents a key competence to integrate this knowledge into the medical practice. This study is the first survey of the gender awareness of medical students in a cross-sectional design in Germany.</p><p><strong>Methods: </strong>From April to July 2021, a quantitative cross-sectional survey in an online format using the \"Nijmegen Gender Awareness in Medicine Scale\" (2008) was conducted at four German universities (Charité Berlin, Friedrich-Schiller-University Jena, Ludwig-Maximilians-University Munich, and the University of Cologne) with a varied implementation of teaching gender medicine. Students indicated their agreement or disagreement with assumptions and knowledge about the influence of gender in everyday medical practice (gender sensitivity), as well as gender role stereotypes towards patients and physicians (gender role ideology).</p><p><strong>Results: </strong>The 750 included participants showed relatively high gender sensitivity and low gender role stereotyping towards patients and physicians. The curricular implementation of gender medicine in the universities showed a significant influence on the students' gender sensitivity, as well as on their gender role stereotyping towards patients. Students who reported having taken classes in gender medicine or stated a definite interest in doing so showed significantly higher levels of gender sensitivity. Cis-males showed significantly lower gender sensitivity and significantly higher gender role stereotyping.</p><p><strong>Conclusion: </strong>Implementation of gender medicine in the medical curriculum, attending courses on gender education as well as one's gender and interest have a significant impact on medical students' gender competencies. These results support the need for structural integration of gender medicine in medical education and gender trainings at medical schools in Germany.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 4","pages":"Doc45"},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10407584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9977157","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":"Generative AI (gAI) in medical education: Chat-GPT and co.","authors":"Sören Moritz,&nbsp;Bernd Romeike,&nbsp;Christoph Stosch,&nbsp;Daniel Tolks","doi":"10.3205/zma001636","DOIUrl":"10.3205/zma001636","url":null,"abstract":"“The use of chatbots inmedical education is an emerging trend that is welcomed by many educators and medical professionals. In particular, the use of ChatGPT, a large languagemodel of OpenAI, offers a variety of benefits for students and educators alike [...]” [1]. So far so amazing, the passage already points to the whole dilemma: will teaching at universities ever be the same after ChatGPT as it never was anyways? We had a Cologne term paper in the “field of competence carcinogenesis” (interdisciplinary teaching in the first preclinical study semester) generated in triplicate by ChatGPT, each with identical queries, and received three different two-page texts including literature citations according to APA style. These have been examined by two detector programs (Groover, Writer) to determine whether they were written by a human or a bot. Both programs could not detect them as machine-written (cave: short texts are practically undetectable). The search for plagiarism with the software PlagAware did not reveal any conspicuous passages worthy of consideration (approx. 3-5% agreement with already published texts). The papers were forwarded unchanged to the assessing tutors with the result that two papers were assessed as “passed” and one as “failed”. The poor performance was due to certain terms used in the field of competence that was not named, as well as a non-matching literature citation. What next? Let’s ask ChatGPT: “...If students were able to access ChatGPT and ask questions during the exam, they could theoretically receive answers from ChatGPT that could help them answer exam questions...” [2].","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 4","pages":"Doc54"},"PeriodicalIF":1.6,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10407583/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9986280","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}