GMS Journal for Medical Education最新文献

{"title":"Are live lectures a discontinued model? A survey on the influence of synchronous online lecturing on the perception of teaching and assessment outcome.","authors":"Jannik Osten, Victoria Behrens, Sadie Behrens, Andreas Herrler, Tim Clarner","doi":"10.3205/zma001632","DOIUrl":"10.3205/zma001632","url":null,"abstract":"<p><strong>Objectives: </strong>In the early phase of their studies, students are confronted with a number of teaching and learning methods they are usually not familiar with. Beyond, learning in a university environment requires a high degree of self-organization. Thus, the transition from learning in a school environment to university can be challenging for students and associated with adjustment difficulties. We hypothesized that synchronous online lecturing might be able to serve as a thematic superstructure and a curricular guide that can positively influence course perception, motivation and exam outcome.</p><p><strong>Methods: </strong>We investigated this hypothesis in a retrospective approach by comparing results from histology exams (2020 n=411, 2021 n= 423) and questionnaires for course evaluation received from medical and dentistry second semester students of the RWTH Aachen University, Germany, in 2020 (n=113 questionnaire participants) and 2021 (n=106 questionnaire participants). While in 2020, due to the Corona Pandemic, no synchronous online lectures were held, these were reintroduced in 2021.</p><p><strong>Results: </strong>Our results show several differences in between the two study cohorts. Most important findings include a significantly (p<0.001) lower number of students that failed to pass or withdrew from the exam in 2021, an increased motivation to deal with the learning content (p<0.001) and a higher perceived quality of the study materials (p<0.001) in 2021.</p><p><strong>Conclusion: </strong>Our study indicates that synchronous online lectures can be an important tool to help students to accustom to new learning environments and to structure private study. Further studies will now have to show whether live (online) lectures can have the same significance during clinical training.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 4","pages":"Doc50"},"PeriodicalIF":1.5,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10407577/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9977156","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 climate crisis and planetary health in teaching.","authors":"Christoph Nikendei, Susanne J Kühl, Till Johannes Bugaj","doi":"10.3205/zma001621","DOIUrl":"10.3205/zma001621","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 3","pages":"Doc39"},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10291341/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9751398","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":"Christoph Nikendei, Till Johannes Bugaj, Anna Cranz, Alina Herrmann, Julia Tabatabai: Heidelberger Standards der Klimamedizin – Wissen und Handlungsstrategien für den klinischen Alltag und die medizinische Lehre im Klimawandel","authors":"Lorena Morschek","doi":"10.3205/zma001607","DOIUrl":"https://doi.org/10.3205/zma001607","url":null,"abstract":"The climate crisis threatens our natural livelihoods and civilization in many ways. With the steady increase in mean global temperature, the crossing of irreversible climate tipping points is becoming increasingly likely. There is a threat of a massive acceleration of biodiversity loss, acidification of the oceans, more frequent food shortages, an increase in extreme weather events, and climate-related refugee movements. As a compact “pocket book”, the Heidelberg standards of climate medicine provides broad knowledge, as well as practice-oriented recommendations for action on the scientific basics, the (medical) treatment of physical and psychological effects of the climate crisis, and the necessary transformation processes towards a more ecologically sustainable health sector. In 12 chapters with a total of 45 articles, the participating authors summarize the current state of research and information from their (medical) practice and provide useful tips and advice for the everyday professional life of all participants in the health sector. First, the Heidelberg standards of climate medicine provide a brief and concise overview of the scientific basics of the climate crisis (chapter 1) and their impact on natural and social systems (chapter 2). The knowledge of these basics will, on the one hand, help the reader with regard to the following book chapters, and, on the other hand, it should serve as a practical tool in (scientific) discourse. Two comprehensive chapters then highlight the numerous direct and indirect impacts of the climate crisis on human health. In the third chapter on the physical impacts of the climate crisis, it becomes evident how closely environmental changes (e.g., more frequent extreme weather events, heat waves, increased incidence of tropical pathogens) are linked to human health: The occurrence of many diseases, such as heat stroke, COPD, allergies, diabetes, or kidney failure, are influenced by the climate crisis. In addition to explaining this relationship, the chapter presents definitions relevant to clinicians, pathophysiological processes, key recommendations for clinical care, and helpful therapeutic strategies. The psychological effects of climate change are reflected upon in more detail in chapter 4, ranging from trauma in the context of natural disasters, to connections between climate, weather, and suicidality. Additionally, chapter 5 is dedicated to general cognitive processes and biases in psychological perceptions and processing of climate change. The discrepancy between knowledge and action regarding the climate crisis is also impressively illustrated. Subsequently, the Heidelberg standards of climate medicine reveals concrete fields of action in the health sector (including the reduction of emissions by means of changing the food supply, energymanagement, and drug supply in hospitals) in order to decisively counter the health crisis stemming from the climate crisis (chapter 6). Afterwards, various health co","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47829455","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":"Medical students' perspectives on racism in medicine and healthcare in Germany: Identified problems and learning needs for medical education.","authors":"Simon Matteo Gerhards, Mark Schweda, Merle Weßel","doi":"10.3205/zma001604","DOIUrl":"10.3205/zma001604","url":null,"abstract":"<p><strong>Objective: </strong>Against the backdrop of considerable lack of research, this study provides the first exploration of medical students' perspectives on racism in medicine and healthcare in Germany. The aim is to identify problems and learning needs for medical education. We address the following research questions: - How do medical students perceive racism in medicine and healthcare in Germany? - How do they address, understand, and discuss different aspects of racism in this context? - What are their expectations regarding the role of medical education?</p><p><strong>Methods: </strong>Semi-structured online focus group discussions were conducted with 32 medical students from 13 different medical schools in Germany. The discussions were transcribed and analyzed using qualitative content analysis.</p><p><strong>Results: </strong>Based on the analysis of the focus groups, four main hypotheses could be formulated: 1. Medical students perceive racism in medicine and healthcare in Germany as a ubiquitous phenomenon. 2. They have problems to identify racist behaviour and structures due to conceptual knowledge gaps. 3. They are insecure how to deal with racism on a situational level. 4. They hold medical education accountable to tackle racism in medicine and healthcare on various levels.</p><p><strong>Conclusion: </strong>Our study raises specific learning needs for addressing racism in medicine and healthcare in Germany. Research from the US-context might inspire innovative approaches for German medical education but needs to take national specificities into account. Further research is needed to prepare the implementation of antiracist training in German medical education.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 2","pages":"Doc22"},"PeriodicalIF":1.5,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10285372/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9714010","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":"Norbert Donner-Banzhoff: Die ärztliche Diagnose: Erfahrung – Evidenz – Ritual","authors":"S. Harendza","doi":"10.3205/zma001596","DOIUrl":"https://doi.org/10.3205/zma001596","url":null,"abstract":"The most important statement of this book right at the beginning: “Diagnoses are not found, they are made”. This is likely to come as a bit of a shock to anyone who has enjoyed watching Dr. House or is looking forward to a new episode of Adventure Diagnosis in the media library. However, Norbert Donner-Banzhoff manages the miracle of covering the entire spectrum of medical thought and action, including cognitive psychology and medical history perspectives, in order to explain this statement without once using the term clinical reasoning. Never before have I enjoyed reading about strategies for prevalence enrichment or regression to the mean so much, not tomention the excellent explanations and illustrations of the four-field table, where, after reading it, really no one can claim not to have understood it. And: the fact that tests only modify disease probabilities according to Bayes’ theoremand that the pre-test probability is decisive for this cannot be read often enough – so here also. For this is often forgotten in everyday clinical practice, as the author explains with striking and also somewhat frightening examples. Complete certainty can thus not be achieved in the always tricky contexts of diagnosing. Perhaps it would have been even more useful at these points for a better understanding of this fact not to speak of a disease being “ruled out” but rather of it being made “less likely” by a test. But this is whining on a high level. This book is not just a guide to making a medical diagnosis, it is much more than that. It offers insight into the daily work of physicians in the trickiest task and the greatest professional challenge: making (i.e., “making”) a diagnosis. In doing so, it is devoted to historical perspectives and scientific traditions of different countries that approach the diagnostic process in different ways. This offers an excellent opportunity to reflect on one's own medical work – and teaching – and to open up to sometimes painful insights. The author discusses how reference ranges come about and that biological fluctuations are the greatest source of uncertainty, as well as the overestimation of technical findings in everyday medical practice and the harmful consequences of overdiagnosis and overtreatment. Theoretical, partly philosophical passages explaining important background information on the status quo of medical diagnosis with its problematic consequences (“X-rays and injections are powerful rituals”) alternate with current practical references. These are strikingly accessible to those working in the medical field, students and teachers, and offer good starting points for reflecting on one’s own actions. It is very pleasant to note that, with very few exceptions, English terms have been translated into German. The chosen form of gendering – the female form is used everywhere, except when exclusively men are meant – keeps the text pleasantly readable, even if this principle weakens somewhat in some places toward the","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42701841","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":"Friedrich Edelhäuser: Wahrnehmen und Bewegen – Grundlagen einer allgemeinen Bewegungslehre","authors":"C. Scheffer","doi":"10.3205/zma001584","DOIUrl":"https://doi.org/10.3205/zma001584","url":null,"abstract":"How does a human being move? Are his actions an expression of his primary motor cerebral cortex or do they reflect the intentions of a human individuality? How do we see? Are we passive recipients or do we have to actively shape our seeing? What results from approaching these questions by bringing together scientific and phenomenological-philosophical insights? Can guiding viewpoints for person-centeredmedicine be gained from this? These questions are illuminated comprehensively and in many ways in the newly published book “Wahrnehmen und Bewegen – Grundlagen einer allgemeinen Bewegungslehre” (Perceiving and Moving Foundations of a General Theory of Movement) by Friedrich Edelhäuser. In doing so, the author takes us to astonishing phenomena, to reflections worth considering, and to profound questions. Using the example of looking at a mountain landscape, the first phenomena of seeing are looked at: our gaze goes inwardly through the picture, searching for various objects and contours and arranging the details into a meaningful overall context. What at first appears to be fixed thus becomes experienceable as a process. In the “objectifying” view of physiology, vision is characterized as a process akin to a camera in which light passes through a lens onto the retina and then leads to electrochemical nervous processes. In this process, the qualitative perceptions melt down into a measurable but qualityless process. Vision thus becomes an example of the stimulus-response sequence, in which an external sensory stimulus becomes electrochemical processes inside, i.e. in the brain, and is answered with a reaction. Thereby not only the quality of the perceived disappears, but also the perceiving person. In the following, this socalled third-person-perspective as an objectifying approach is supplemented by introspection, the first-personperspective. In chapter 5 “perceiving and moving” the process of seeing is examined more closely. In doing so, one becomes aware of the fact that seeing includes an inner scanning of the contour to be perceived. This unconscious movement of the eyeballs can be represented technically and shows individual movement patterns, similar to gait or handwriting. If this movement is suppressed, the perceived blurs to a gray-in-gray for a short time due to the lack of contrast. During further analysis, it is noticeable that one is not only aligned to the object to be seen with one's eye muscles, but with one's entire head and body posture. Only this self-movementmakes seeing possible. Something similar can be shown for hearing and other sensory modalities. Looking back at the mountain landscape, it becomes clear that there is a circular relationship, the perception of the image and the contours that can be found in it are guiding the scanningmovements of the eye, which in turn are conditions for what is to be seen. Thus, there is no monocausal relationship with temporal succession, but a mutually dependent one. In chapter 6 the Gesta","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47795384","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":"Development of a project for interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy (PILLE).","authors":"Sabine Gehrke-Beck, Maike Petersen, Wolfram J Herrmann, Nicole Zimmermann, Eva Daub, Johanna Seeger, Josefine Schulz, Constanze Czimmeck, Noemi Lauterbach, Harm Peters, Charlotte Kloft, Martin Schulz, Ingo Siebenbrodt, Ronja Behrend","doi":"10.3205/zma001585","DOIUrl":"10.3205/zma001585","url":null,"abstract":"<p><strong>Aim: </strong>Interprofessional collaboration is particularly relevant to patient safety in outpatient care with polypharmacy. The educational project \"PILLE\" is meant to give medical and pharmacy students an understanding of the roles and competencies needed for cooperation in the provision of healthcare and to enable interprofessional learning.</p><p><strong>Method: </strong>The curriculum is aimed at pharmacy and medical students and was developed in six steps according to the Kern cycle. It is comprised of an interprofessional seminar, a joint practical training in a simulated pharmacy, and a tandem job shadowing at a primary care practice. The project was implemented in three stages due to the pandemic: The interprofessional online seminar based on the ICAP model and the digital inverted classroom was held in the 2020 winter semester; the interprofessional practical training was added in the 2021 summer semester; and the interprofessional tandem job shadowing at a primary care practice in the 2021 winter semester. Attitudes toward interprofessional learning, among other things, was measured in the evaluation using the SPICE-2D questionnaire (Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education).</p><p><strong>Results: </strong>In the first three semesters, a total of 105 students (46 pharmacy, 59 medicine) participated in the project, of which 78 participated in the evaluation (74% response rate). The students stated, in particular, that they had learned about the competencies and roles of the other profession and desired additional and more specific preparatory materials for the course sessions. The SPICE-2D questionnaire showed high values for both groups of students already in the pre-survey and these increased further as a result of the project.</p><p><strong>Conclusion: </strong>Joint case-based learning could be implemented under the conditions imposed by the pandemic. Online teaching is a low-threshold means to enable interprofessional exchange.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 1","pages":"Doc3"},"PeriodicalIF":1.5,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10010767/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9197072","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":"\"And how am I going to ask about this?\" - introducing the course \"sexual anamnesis\" in peer teaching for medical students in Würzburg.","authors":"Jessica Ruck, Maria Pramberger, Isabelle Späth, Anne Simmenroth, Janina Zirkel","doi":"10.3205/zma001592","DOIUrl":"10.3205/zma001592","url":null,"abstract":"<p><strong>Aim: </strong>A course on sexual anamnesis based on peer teaching was developed, piloted, and evaluated at the medical school of the University of Würzburg. The course is part of the expansion of the communication curriculum and in order to close existing gaps in medical education. An implementation of the course in the curriculum is meant to give all students the opportunity to acquire professional skills in this area.</p><p><strong>Method: </strong>The course consists of knowledge transfer, interactive exercises, role plays with structured feedback, and an exchange with practitioners. A standardized online evaluation of the course took place in regard to teaching quality, subjective learning success, and acceptance. The voluntary course was conducted online in the summer semester of 2021 and in person in the winter semester of 2021/22. A total of 68 students participated. The training of the tutors was realized in cooperation with the \"Deutsche Aidshilfe\" (DAH).</p><p><strong>Results: </strong>The course was successfully conducted online and in person. A total of 60 students participated in the evaluation. More than 80% of the students rated the course as structured. They assessed an adequate mix of knowledge transfer and practical exercises. More than half of the students reported that they were more confident in performing sexual anamnesis after they participated in the course. There was an open exchange among the students. More than 90% of the students found the peer teaching by the tutors helpful.</p><p><strong>Conclusion: </strong>The implementation of the course closes a relevant gap of the curriculum in Würzburg. Sexual anamnesis will be a regular part of the curriculum starting in the winter semester 2022/23. The concept can also be transferred to other universities.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 1","pages":"Doc10"},"PeriodicalIF":1.5,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10010771/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9551650","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":"Acknowledgement to the reviewers of GMS Journal for Medical Education","authors":"Martin R. Fischer, Götz Fabry","doi":"10.3205/zma001583","DOIUrl":"https://doi.org/10.3205/zma001583","url":null,"abstract":"• Christian Abshagen, Windisch • Kambiz Afshar, Hannover • Matthias Angstwurm, München • Tsedeke Asaminew, Jimma (ET) • Cadja Bachmann, Rostock • Ivan Bank, Amsterdam (NL) • Daniel Bauer, Bern (CH) • Nicola Bauer, Köln • Jan Becker, Münster • Marianne Behrends, Hannover • Sven Benson, Essen • Pascal Berberat, München • Tanja Birrenbach, Bern (CH) • Kerstin Bitter, Berlin • Mozhgan Bizhang, Witten • Sebastian Bode, Ulm • Christoph Bohne, Frankfurt/Main • Hans Martin Bosse, Düsseldorf • Cindy Brandes, Osnabrück • Barbara Braun, Mannnheim • Andreas Breuer-Kaiser, Bochum • Christoph Broding, Witten • Monika Brodmann Maeder, Bern (CH) • Irene Brunk, Berlin • Petra Brzank, Nordhausen • Heinz Hans Florian Buchner, Wien (A) • Rainer Büscher, Essen • Jean-Francois Chenot, Greifswald • Iris Demmer, Göttingen • Jana Deppermann, Oldenburg • Andreas Dinkel, München • Carsten Döing, Düsseldorf • Fabian Dupont, Homburg • Jan P. Ehlers, Witten • Maren Ehrhardt, Hamburg • Tobias Eichinger, Zürich (CH) • Yannick G. Eller, Bern (CH) • Caroline Elliott, Coventry (UK) • Gundula Ernst, Hannover • Rebecca Sarah Erschens, Tübingen • Mona Eulitz, Witten • Folkert Fehr, Sinsheim an der Elsenz • Teresa Festl-Wietek, Tübingen • Sabine Ingrid Fischbeck, Mainz • Volkhard Fischer, Hannover • Michael Freitag, Oldenburg • Martin Gartmeier, München • Robert Gaschler, Hagen • Nadja Gebhardt, Heidelberg • Waltraud Georg, Augsburg • Heide Götze, Leipzig • Joachim Graf, Tübingen • David Groneberg, Frankfurt/Main • Claudia Gundacker, Wien (A) • David Gurrea Salas, Windisch • Jennifer Guse, Hamburg • Stefan Gysin, Luzern (CH)","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":" ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45330810","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":"Final-year information on didactic and organizational issues for students and supervising physicians - project report on the development and implementation of the cross-site website PJ-input.","authors":"Angelika Homberg,&nbsp;Elisabeth Narciß,&nbsp;Julia Thiesbonenkamp-Maag,&nbsp;Felix Heindl,&nbsp;Katrin Schüttpelz-Brauns","doi":"10.3205/zma001588","DOIUrl":"https://doi.org/10.3205/zma001588","url":null,"abstract":"<p><strong>Objective: </strong>Final-year training is becoming increasingly important in medical studies and requires a high degree of personal responsibility from students. It is the task of supervising physicians to make informal learning opportunities available to students when working with and on patients and to gradually transfer responsibility to them. Both students and physicians have a great need for information regarding the contextual conditions and didactic realization of this transfer of responsibility. Up to now, the faculties have only provided information and support in a sporadic manner and with little standardization. With MERLIN, the joint project undertaken by the Competence Network for Teaching Medicine in Baden-Württemberg, a platform for the final year was developed and released on the web. The aim was to bundle information in order to support students and supervising physicians in their teaching-learning process and to improve the quality of teaching in the final year.</p><p><strong>Project description: </strong>The development process of this platform took place in several steps across all faculties. Content and materials were compiled and structured based on a needs assessment. The first draft was evaluated by means of a simulation by students and then revised. A professional internet agency was involved for the technical implementation. The newly designed website <i>PJ-input</i> (\"PJ\" being the abbreviation for \"Praktisches Jahr\", the final year) contains areas for students and supervising physicians, as well as faculty-specific and general information about the final year. Faculty-specific content can be entered directly by the respective staff via an input mask and updated at any time. The provision of didactic materials can support competency-oriented teaching and learning in the final year. Here, for example, the concept of the Entrustable Professional Activities (EPA) was taken up, which gives students and supervising physicians orientation for the gradual assumption or transfer of responsibility. The platform was launched in spring 2021. Usage behavior is continuously recorded via the web application.</p><p><strong>Results and conclusion: </strong>The evaluation results show that the website is visited often and perceived as supportive. Increasing usage figures and the high frequency of use by students in the sections \"im PJ\" (during the final year) and \"nach dem PJ\" (after the final year) for the faculties involved in the MERLIN project confirm the target group-oriented design and use. The site should be promoted even more to pre-final-year students, as well as across state borders and to the target group of faculties. It is expected that nationwide faculty participation will make a significant contribution to the competency-based shift in teaching and the standardization of training during the final year of study under the new licensing regulations.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 1","pages":"Doc6"},"PeriodicalIF":1.6,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10010762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9551648","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}