GMS Journal for Medical Education最新文献

{"title":"Position paper on postgraduate medical education on the occasion of hospital reform - postgraduate medical education must be considered. A joint position paper by Bündnis Junge Ärztinnen und Ärzte and AG Junge Gastroenterologie of the DGVS as well as the Young DGN.","authors":"Eckhart G Hahn","doi":"10.3205/zma001677","DOIUrl":"10.3205/zma001677","url":null,"abstract":"<p><p>The Bündnis Junger Ärztinnen und Ärzte (BJÄ, Alliance of Young Physicians in Germany) has presented a position paper (PP) on Postgraduate Medical Education (PGME) against the background of an unfolding hospital reform in Germany, and they describe existing deficits of PGME in Germany. Based on this, demands were made of legislators, employers and medical associations which could result in a sweeping reformation of PGME. Hospital reforms can only be accomplished with well trained and motivated physicians. In this respect the BJÄ regards the reform of hospitals and the health-care system as a chance for a reform of PGME, which is long overdue. Legislative competence for PGME lies with the States of the Federal Republic of Germany and this warrants an adjustment of state medical association laws to accommodate the demands of the BJÄ. Generally PGME must be taken into consideration in all health-care legislation, in analogy to the meanwhile globally adopted principle of \"Health in all Politics (HiAP)\". The BJÄ has made every endeavour to produce this PP. The responsible stakeholders and actors in the health-care system would be well-advised to take the position paper seriously with a dwindling physician work force in hospitals and serious quality deficits in PGME. Hence, the BJÄ must be comprehensively supported. They need congenial partners to define the scientific foundation of all their demands, to test their application under real life conditions in hospital and outpatient care, to pursue research on the impact on patient care and on the intended transformation of the health-care system. This might best be accomplished by partnering with a scientific <i>Association for Postgraduate Medical Education</i> as has been the case in many countries for decades.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 2","pages":"Doc22"},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11106573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082250","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":"Position statement of the GMA committee \"teaching evaluation\".","authors":"Nicolas Haverkamp, Janina Barth, Dennis Schmidt, Uta Dahmen, Oliver Keis, Tobias Raupach","doi":"10.3205/zma001674","DOIUrl":"10.3205/zma001674","url":null,"abstract":"<p><p>The evaluation of teaching can be an essential driver for curriculum development. Instruments for teaching evaluation are not only used for the purpose of quality assurance but also in the context of medical education research. Therefore, they must meet the common requirements for reliability and validity. This position paper from the GMA Teaching Evaluation Committee discusses strategic and methodological aspects of evaluation in the context of undergraduate medical education and related courses; and formulates recommendations for the further development of evaluation. First, a four-step approach to the design and implementation of evaluations is presented, then methodological and practical aspects are discussed in more detail. The focus here is on target and confounding variables, survey instruments as well as aspects of implementation and data protection. Finally, possible consequences from evaluation data for the four dimensions of teaching quality (structural and procedural aspects, teachers and outcomes) are discussed.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 2","pages":"Doc19"},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11106570/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082253","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":"What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators.","authors":"Franziska Baessler, Ali Zafar, Katja Koelkebeck, Thomas Frodl, Jörg Signerski-Krieger, Severin Pinilla, Gottfried M Barth, Deborah Jannowitz, Sven Speerforck, Daniela Roesch-Ely, Ina Kluge, Miriam Aust, Janine Utz, Gian-Marco Kersten, Philipp Spitzer","doi":"10.3205/zma001673","DOIUrl":"10.3205/zma001673","url":null,"abstract":"<p><strong>Objectives: </strong>Physicians and psychologists at psychiatric university hospitals are assigned teaching tasks from the first day of work without necessarily having the prerequisite training in teaching methods. This exploratory survey provides a needs-based analysis for the prospective didactic training of physicians and psychologists at psychiatric hospitals in Germany, Austria and Switzerland.</p><p><strong>Methods: </strong>An online questionnaire was distributed at medical schools via email in German-speaking countries in Europe. All physicians involved in teaching medical students at psychiatry faculties were eligible to participate in the survey. Participants were further requested to recruit eligible participants (snowball sampling). Responses were analyzed descriptively, and differences between groups were calculated using nonparametric Mann-Whitney U tests (p<.05).</p><p><strong>Results: </strong>Overall, 97 respondents (male=55, female=42; mean age= 40.6) from 19 medical schools completed the survey. The respondents consisted of 43 residents, 39 specialists, 6 chief physicians and 9 psychologists. Of the respondents, 97.6% rated didactic competence as either highly relevant or rather relevant for teaching medical students. The highest overall interest was shown for bedside teaching (mode=4; IQR: 2-4) and error culture (mode=3; IQR: 2-4). Respondents expressed the highest training needs for topics regarding presentation and communication (mode=3; IQR: 2-3). Resident physicians were significantly more interested in bedside teaching (U=362.0, p=0.004) and roleplay (U=425.0; p=0.036) than specialist physicians, who were more interested in examination didactics (U=415.0; p=0.022). Chief physicians displayed significantly deeper interest in group dynamics (U=51; p=0.023) than specialist physicians. In-person training was preferred by a majority of respondents, and 27.4% preferred online/web-based training.</p><p><strong>Conclusions: </strong>The majority of physicians and psychologists at psychiatric university hospitals considered professional development for faculty to be helpful for teaching medical students. Bedside teaching and error culture management were the most desired teaching topics for training medical teachers. Tailored educational interventions are recommended, with target-oriented priorities for different hierarchical levels.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 2","pages":"Doc18"},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11106569/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082302","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":"Qualitative expert evaluation of an educational intervention outline aimed at developing a shared understanding of cross-border healthcare.","authors":"Juliëtte A Beuken, Mara E J Bouwmans, Diana H J M Dolmans, Michael F M Hoven, Daniëlle M L Verstegen","doi":"10.3205/zma001672","DOIUrl":"10.3205/zma001672","url":null,"abstract":"<p><strong>Objectives: </strong>Although cross-border healthcare benefits many patients and healthcare professionals, it also poses challenges. To develop a shared understanding of these opportunities and challenges among healthcare professionals, we designed an educational intervention outline and invited experts in healthcare and education to evaluate it. The proposed intervention was based on theoretical principles of authentic, team, and reflective learning.</p><p><strong>Methods: </strong>Experts (N=11) received a paper outline of the intervention, which was subsequently discussed in individual, semi-structured interviews.</p><p><strong>Results: </strong>Based on a thematic analysis of the interviews, we identified 4 themes: 1) using the experience you have, 2) learning with the people you work with, 3) taking the time to reflect on the past and future, and 4) adapting the intervention to its context.</p><p><strong>Conclusion: </strong>According to the experts, the proposed intervention and its three underlying principles can enhance a shared understanding of cross-border healthcare. To unlock its full potential, however, they suggested adjusting the application of learning principles to its specific context. By situating learning in landscapes of practice, the intervention could contribute to the continuous development of cross-border healthcare.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 2","pages":"Doc17"},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11106574/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082255","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":"Planning, implementation and revision of the longitudinal scientific curriculum at the Medical School Brandenburg.","authors":"Julia Schendzielorz, Philipp Jaehn, Christine Holmberg","doi":"10.3205/zma001671","DOIUrl":"10.3205/zma001671","url":null,"abstract":"<p><strong>Objectives: </strong>The aim of this paper is to present the development of a longitudinal curriculum for medical students that is rooted in the particularity of the medical sciences and that aims to build and strengthen medical students' scientific skills and use thereof in clinical practice.</p><p><strong>Methods: </strong>The curriculum development was initiated based on students' feedback on the initial curriculum. To improve and expand the curriculum appropriately, a needs assessment, a literature review to define science specific to the medical sciences and practice, and an analysis of national and international curricula were performed. The curriculum development followed the PDCA cycle (Plan-Do-Check-Act).</p><p><strong>Results: </strong>The curriculum extends across the entire medical study programme from semesters 1 to 10. It consists of the seminar series on basic conduct and the epistemological groundings of science, scientific methods in medical research and health sciences, statistics and the scientific internship. Up to the sixth semester, the focus is on the acquisition of skills and abilities to work on and carry out a concrete research project; starting in semester seven, the critical evaluation and application of research results in everyday clinical practice are introduced. The curriculum is taught by epidemiologists, anthropologists, statisticians and public health scholars. Starting in semester seven, seminars are generally taught together with clinicians as tandem teaching. The curriculum is regularly assessed and adjusted.</p><p><strong>Conclusions: </strong>The Brandenburg Scientific Curriculum can be seen as a model of a longitudinal curriculum to teach scientific thinking and acting. One that is at the same time highly integrated in the medical curriculum overall. A central coordination point seems to be necessary to coordinate the teaching content and to ensure that teachers are interconnected. Furthermore, a complex curriculum in scientific methodology requires a set of teachers from a range of disciplinary backgrounds. To ensure equally high-quality education, the variability of research projects and faculty must be taken into account by establishing generally applicable evaluation criteria and fostering faculty development, and providing all students supporting courses throughout the research project.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 2","pages":"Doc16"},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11106572/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082171","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":"Interprofessional education in medicine.","authors":"Marjo Wijnen-Meijer","doi":"10.3205/zma001678","DOIUrl":"10.3205/zma001678","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 2","pages":"Doc23"},"PeriodicalIF":1.5,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11106568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141082162","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":"On the correlation between gratitude and resilience in medical students.","authors":"Nicolai Hahn, Patrick Brzoska, Claudia Kiessling","doi":"10.3205/zma001663","DOIUrl":"10.3205/zma001663","url":null,"abstract":"<p><strong>Objective: </strong>Medical students' health and resilience have increasingly been the subject of current research in recent years. A variety of interventions are recommended to strengthen resilience or its known or suspected influencing factors, although the literature shows that the evidence on the effectiveness of the interventions is inconsistent. The present study investigated whether gratitude is a direct protective factor for resilience in medical students or whether resilience factors (optimism, self-efficacy, social support) and stress mediate the effects of gratitude on resilience.</p><p><strong>Methods: </strong>90 medical students at Witten/Herdecke University took part in the study that determined their gratitude, resilience, optimism, self-efficacy, social support and stress levels using validated questionnaires (GQ-6, RS-25, LOT-R, SWE, F-SozU, PSS). Correlations were analyzed using Pearson correlation coefficients. In addition, a multivariate regression analysis and a path analysis were calculated to determine the direct and indirect effects of gratitude on resilience.</p><p><strong>Results: </strong>Multivariate regression analysis showed that only optimism, social support and stress were significantly associated with resilience (B=0.48, 95% CI: 0.31, 0.66; B=0.23, 95% CI: 0.01, 0.44 and B=-0.02, 95% CI: -0.03, -0.001, respectively). The direct effect of gratitude on resilience was minimal and not significant in the path analysis. However, there was an indirect effect of gratitude on resilience (B=0.321; p<0.05). Mediation via the optimism variable was mainly responsible for this effect (indirect effect B=0.197; p<0.05).</p><p><strong>Conclusion: </strong>This study shows that gratitude has only a minimal direct influence on resilience. However, results indicate that optimism as a mediating factor strengthens the resilience of medical students. Against this background, it may be useful to integrate interventions that promote an optimistic attitude into medical studies in order to strengthen the mental health of future doctors in the long term.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc8"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140176991","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":"\"It is great what we have learned from each other!\" - Bedside teaching in interprofessional small groups using the example of Parkinson's disease.","authors":"Christine Schneider, Petra Anders, Thomas Rotthoff","doi":"10.3205/zma001661","DOIUrl":"10.3205/zma001661","url":null,"abstract":"<p><strong>Background: </strong>While patient care often involves interprofessional collaboration, interprofessional teaching formats with participants from medical and physiotherapy fields are still rare. Furthermore, interprofessional education often takes place as separate courses and is not integrated into the clinical curriculum. Therefore, the goal of this project was to develop and implement interprofessional content into bedside teaching.</p><p><strong>Course development: </strong>The clinical subject of the course was \"Parkinson's disease\", as this condition allowed for the exemplary demonstration of interprofessional teamwork and different competencies. Through interprofessional bedside teaching and a specific clinical context, interprofessionalism was intended to be integrated and experienced as natural part of clinical practice. The bedside teaching was complemented with work in break-out groups and a lecture.</p><p><strong>Evaluation: </strong>The course was first conducted in the winter semester 2021/22. Participants were medical and physiotherapy students. Teaching teams were also interprofessional. A concurrent evaluation was carried out using the University of the West of England Interprofessional Questionnaire (UWE-IP) before and after course participation. UWE-IP scores in all sub-scales indicated a positive attitude, except for the \"Interprofessional Learning\" scale among physiotherapy students, which reflected a neutral attitude. Significant group differences were observed in the same scale at the pre-course time point between medical and physiotherapy students (p<0.01) and among medical students before and after course participation (p=0.02).</p><p><strong>Conclusion: </strong>The course proved to be well-suited for integrating interprofessional content into clinical education and can serve as a model for future teaching units. The evaluation reflected a positive attitude toward interprofessional learning.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc6"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177046","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":"On including assessments in the calculation of teaching loads.","authors":"Volkhard Fischer","doi":"10.3205/zma001658","DOIUrl":"10.3205/zma001658","url":null,"abstract":"<p><p>Next to courses and seminars, tests and assessments represent the main parameters with which to describe an academic study program independent of its curricular content. Thus, the quality of education depends not only on the quality of the courses taught and how they are interconnected, but also on the quality of testing and the feedback given to students regarding their performance. Course quality should be ensured through course evaluation. The economic cost of courses is calculated based on the required teaching load. The concept of teaching load stems from the time when program planning was instructor-centered. The main variable in the rules and regulations governing university study was the number of hours per week per semester (or number of course hours). But even in today's student-centered planning, which uses ECTS credits per module as the variable, teaching loads are still used to determine the number of staff necessary to offer an academic study program. Some universities also include the assessments in the evaluation. Yet the economic costs of testing are de facto ignored almost everywhere, and this does not bode well for the quality of the assessments. Much progress would be made to improve higher education if assessments counted as part of the teaching loads and the curricular norm values. This paper identifies which requirements must be considered in order to include assessments in teaching loads.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc3"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946209/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140178682","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":"Comparison of empathy profiles of medical students at the start and in the advanced clinical phase of their training.","authors":"Susanne Schrötter, Peter Kropp, Britta Müller","doi":"10.3205/zma001662","DOIUrl":"10.3205/zma001662","url":null,"abstract":"<p><strong>Background: </strong>The National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) cites empathy as a basic competence for medical doctors. Based on a multidimensional concept of clinical empathy, empathy profiles of medical students at the start of their training and in the 9^th semester were identified and compared in order to draw conclusions for the conception of effective course offers.</p><p><strong>Method: </strong>Using the Saarbrücker Personality Questionnaire on Empathy (SPF-IRI), self-rated empathy was recorded in a cross-sectional study of medical students (1^st semester: N=192/9^th semester: N=221). Two Stage Clustering was performed for data analysis.</p><p><strong>Result: </strong>Three empathy profiles which could be meaningfully delineated by content were identified: 1. reflected, functional empathy, 2. unreflected, burdensome empathy and 3. distancing and avoidance. Students in the 9^th semester mostly tended toward unreflected, burdensome empathy. Only one-third appeared capable of feeling empathy with patients while at the same time adequately regulating their own emotions and thus protecting themselves from emotional overload.</p><p><strong>Conclusion: </strong>An adequately reflected and functional empathy among medical students can neither be assumed at the start of their training, nor do existing course offers appear to provide sufficient training for this. Empathy should thus be implemented as a competence which needs to be promoted over the entire course of study. Emotion regulation plays a key role.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc7"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177048","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}