GMS Journal for Medical Education最新文献

{"title":"The impact of COVID-19 on medical students.","authors":"Wenwen Wang, Genpeng Li, Jianyong Lei","doi":"10.3205/zma001665","DOIUrl":"https://doi.org/10.3205/zma001665","url":null,"abstract":"<p><strong>Objective: </strong>The outbreak of COVID-19 has disrupted social order and placed a heavy burden on the healthcare system. The pandemic also has an unprecedented impact on medical students.</p><p><strong>Methods: </strong>We searched PubMed for articles related to COVID-19 and medical students from January 2020 to December 2022. A total of 5358 studies were retrieved and after screening, 176 studies were finally included in this review.</p><p><strong>Results: </strong>The impact of COVID-19 on medical students is widespread and profound. First reflected in the transformation of educational models. In the early days, education model quickly shifted from offline to online. In terms of clinical exposure, most students have been suspended from internships, while in some areas with staff shortages they have the opportunity to continue clinical work. Scientific research of medical students is also difficult to carry out due to COVID-19. The epidemic has also seriously damaged students' mental health, and this impact won't simply disappear with the improvement of the epidemic situation. The career intentions of medical students may also become firmer or change due to COVID-19. International medical electives have also been negatively affected by COVID-19 due to travel restriction. Even in the postpandemic era, with the gradual resumption of work, production and school, medical students are still affected in some ways by COVID-19.</p><p><strong>Conclusion: </strong>The COVID-19 pandemic has had a profound impact on both the education of medical students and their personal development. Through COVID-19, we should reflect on what models of medical education should be developed in the future. Based on the experiences learned from COVID-19, we believe that a more flexible blended education model may be the most promising.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc10"},"PeriodicalIF":1.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140176992","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":"Dealing with uncertainty.","authors":"Sigrid Harendza","doi":"10.3205/zma001668","DOIUrl":"10.3205/zma001668","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc13"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177049","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":"Career and life planning in the context of the postgraduate medical training - current challenges and opportunities.","authors":"Stella Oberberg, Elena K Enax-Krumova, Christiane Kruppa, Christine H Meyer-Frießem, Robin Denz, Alina Funhoff, Vanessa Behrens, Dinah Berres, Vera Fortmeier, Dina Sträter, Johanna Strotmann, Maxi von Glinski","doi":"10.3205/zma001660","DOIUrl":"10.3205/zma001660","url":null,"abstract":"<p><strong>Introduction: </strong>The possibility of balancing career and family is meanwhile a central concern for most physicians when choosing a job. The aim of this study was to identify current barriers and opportunities for physician education and career planning.</p><p><strong>Methods: </strong>This cross-sectional study was conducted as an online survey between 11/2021 and 02/2022 and targeted physicians at all career levels in Germany who were members of a clinical professional association. Alternative and consent questions were used to assess experiences/attitudes toward various aspects of life and career planning, as well as alternative work and parental leave models, depending on gender, specialty, and hierarchical level.</p><p><strong>Results: </strong>The majority of the 2060 participants were female (69%) and had children (66%). Many childless residents reported that they felt they had to choose between children and a career. The majority of female residents, specialists and attending physicians (Ø 55.5%) stated that they had experienced career losses as a result of taking parental leave, while most men did not share this experience (Ø 53.7%). 92% of all participants agreed with the statement that men and women have different career opportunities. Job-sharing models were considered feasible at all levels of the hierarchy by an average of 55.6% of all medical executives.</p><p><strong>Conclusion: </strong>Parenthood and the use of parental leave and part-time work appear to have a significant impact on the career paths of those surveyed. Although the majority of directors of medical training programs are open to job-sharing models, further measures are needed in order to equalize career opportunities for men and women.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc5"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177047","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":"Neuroenhancement and mental health in students from four faculties - a cross-sectional questionnaire study.","authors":"Maurice Hajduk, Elena Tiedemann, Marcel Romanos, Anne Simmenroth","doi":"10.3205/zma001664","DOIUrl":"10.3205/zma001664","url":null,"abstract":"<p><strong>Background: </strong>Students face great challenges at the beginning of and during their studies. Competitive experience, exam anxiety, and especially the new performance requirements often cause test anxiety and stressful experiences. The extent of substance use in terms of neuroenhancement (NE) is unclear. Evidence shows associations between NE, increased stress levels, and mental health.</p><p><strong>Objectives: </strong>We aim to determine the prevalence of NE and alcohol and tobacco use among college students. We also investigate the associations between NE and ADHD, anxiety, depression, and stress experience.</p><p><strong>Methods: </strong>In spring 2021, an anonymous online cross-sectional survey was conducted among students of medicine, dentistry, business economics, and business informatics in Würzburg. The survey included the instruments ASRS (ADHD), PSS-10 (stress), PHQ-4 (depression and anxiety), and AUDIT-C (alcohol comsumption), as well as questions about consumption patterns, prior knowledge, and reasons for NE.</p><p><strong>Results: </strong>Of the 5564 students who were invited to participate, 1010 completed the questionnaire (18.2%). Of these, 12.4% indicated NE for the studied period. NE was used in particular during preparations for exams, to enhance performance, and/or to regulate emotions, most commonly through caffeine tablets, cannabis, and methylphenidate. NE was associated with risky use of alcohol or tobacco, and to a lesser extent with ADHD symptoms and stress experience.Conclusions: Students are at risk of substance abuse and NE. Effective stress management and prevention approaches as well as low-threshold services are needed to identify and support students with risk profiles.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc9"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946206/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177053","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":"Development and implementation of digital peer mentoring in small groups for first-year medical students.","authors":"Sabine Drossard, Anja Härtl","doi":"10.3205/zma001666","DOIUrl":"https://doi.org/10.3205/zma001666","url":null,"abstract":"<p><strong>Introduction: </strong>Mentoring has become an important educational strategy in medical training. Peer mentoring (PM) can enhance student experience and support transition to higher education. This article documents the implementation of an online peer mentoring program for first year medical students at a newly founded medical school in Germany during the COVID-19 pandemic and its development into in-person PM.</p><p><strong>Project description: </strong>We developed the program in close collaboration between students and teachers. Students were invited to apply as peer mentors via email; they received instructions and reflected on their role and experiences in meetings before, during and after the semester. One or more peer mentors were assigned randomly to a student group. We evaluated the program with an online survey inspired by the \"Modified Mentorship Effectiveness Scale\". After successful piloting PM was implemented into the core curriculum.</p><p><strong>Results: </strong>In 2020 we assigned 17 peer mentors to 14 groups of 6-7 students. Groups met 3 or more times via Zoom^®. Overall satisfaction was high. Both student groups reported benefits for their personal and professional identity formation. Atmosphere in online meetings was excellent. Most important topics were exams/learning strategies. In 2021 meetings were held in person. Overall satisfaction, perceived benefits and learning atmosphere were again rated very positively. Most students preferred many-to-many PM and random matching.</p><p><strong>Conclusion: </strong>The implementation of PM was successful and beneficial for the participating students. PM can help first-year medical students reduce anxiety, improve self-organization and orientation at university. It fosters identity formation and has positive effects on peer mentees as well as on peer mentors.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc11"},"PeriodicalIF":1.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946215/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177050","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":"Development of a strategy for the expansion of online teaching at the University of Würzburg based on the experiences of lecturers and students in the pandemic years 2020/21.","authors":"Lisa Marie Kühl, Nina Luisa Zerban, Elena Tiedemann, Sarah König","doi":"10.3205/zma001667","DOIUrl":"https://doi.org/10.3205/zma001667","url":null,"abstract":"<p><strong>Background: </strong>Owing to the COVID-19 pandemic, the summer of 2020 saw face-to-face teaching replaced by online teaching. The question arose as to how digitalisation may be implemented meaningfully. The views of lecturers and students on past online programmes were gathered in order to identify potential and future prospects.</p><p><strong>Project description: </strong>An exploratory, guidelines-based interview study was conducted during the clinical phase of the medicine degree at the Faculty of Medicine in Würzburg. Five lecturers and five students were interviewed in the winter semester of 2020/21. This was followed by a content analysis evaluation according to Kuckartz, with the help of MAXQDA.</p><p><strong>Results: </strong>Online teaching offers more flexibility and security for the future. Hybrid formats (e.g., blended learning) are in demand. While theoretical knowledge can be taught online, face-to-face teaching remains essential in practical training. Digital elements must be developed didactically and anchored in the curriculum. Interaction and direct feedback between students and lecturers are key aspects of this.</p><p><strong>Discussion: </strong>Online teaching in medicine offers numerous potentials and didactic design options that can improve the degree programme in a competency-based manner. Combined teaching formats are particularly effective in this regard. Fittingly conceived, multimedia teaching formats enable students to approach their studies in a focused manner. The points raised during the interviews correspond with the fundamental principles of the ARCS model, which was developed to strengthen continuous motivation in students.</p><p><strong>Conclusion: </strong>Well-thought-out design and integration of online teaching can contribute to attractive, efficient, and future-oriented teaching/learning activities. Decisive factors are the collaboration of everyone involved and adequate provision of both time and financial resources.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc12"},"PeriodicalIF":1.6,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946211/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177051","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":"Infection prevention in medical education - results of a descriptive cross-sectional study in Germany.","authors":"Paul-Dierk Tingelhoff, Frank Hufert, Claudia Kiessling, Bertram Otto","doi":"10.3205/zma001659","DOIUrl":"10.3205/zma001659","url":null,"abstract":"<p><strong>Objective: </strong>The aim of the study was to assess the current curricular status of content on infection prevention in hospitals during medical education prior to the development of a serious game on infection prevention in hospitals. In addition, the data collected was to be contrasted with the training for a specialist nurse in hygiene and infection prevention (FKHI).</p><p><strong>Methodology: </strong>In an online survey, persons in charge of medical degree programs and continuing education centers for FKHI, SkillsLabs and professional associations in Germany were asked to answer 28 questions on framework conditions, teaching, examinations, and gamification.</p><p><strong>Results: </strong>Data was collected for 22 medical degree programs and 5 FKHI continuing education centers. Due to the low response rate, the data for the FKHI was only analyzed in summary form. On average, 13.5 teaching units (median) are available in medical studies. Six degree programs have a longitudinal curriculum. In 7 of the 22 degree programs, teaching is based on the National Competency-Based Learning Objectives Catalogue (NKLM). Almost all locations teach this content in lectures (n=18) and/or in internships (n=13). Teaching and examinations are most common in the third year of study (n=12). In addition to practical OSCE examinations (n=5), written (n=12) and computer-based (n=8) examinations are used in particular. Gamification is known as a didactic approach to some extent but is not used for teaching infection prevention.</p><p><strong>Conclusions: </strong>Infection prevention in hospitals is given relatively low priority in medical education. Teaching and examinations are based on traditional knowledge-oriented formats, although practical teaching and practical examinations are established at some locations. In contrast to the FKHI, learning objectives currently appear to be less standardized. Further interprofessional development of teaching would be desirable in the future.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"41 1","pages":"Doc4"},"PeriodicalIF":1.5,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10946213/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177052","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":"(An) Insight into didactics in the health professions.","authors":"Ursula Walkenhorst","doi":"10.3205/zma001655","DOIUrl":"10.3205/zma001655","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc73"},"PeriodicalIF":1.5,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728666/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832163","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":"Extent and types of gender-based discrimination against female medical students and physicians at five university hospitals in Germany - results of an online survey.","authors":"Jan-Filip Tameling, Mareike Lohöfener, Judith Bereznai, Thi Phuong Anh Tran, Marie Ritter, Margarete Boos","doi":"10.3205/zma001648","DOIUrl":"10.3205/zma001648","url":null,"abstract":"<p><strong>Objective: </strong>There is a gap in research on gender-based discrimination (GBD) in medical education and practice in Germany. This study therefore examines the extent and forms of GBD among female medical students and physicians in Germany. Causes, consequences and possible interventions of GBD are discussed.</p><p><strong>Methods: </strong>Female medical students (<i>n</i>=235) and female physicians (<i>n</i>=157) from five university hospitals in northern Germany were asked about their personal experiences with GBD in an online survey on self-efficacy expectations and individual perceptions of the \"glass ceiling effect\" using an open-ended question regarding their own experiences with GBD. The answers were analyzed by content analysis using inductive category formation and relative category frequencies.</p><p><strong>Results: </strong>From both interviewed groups, approximately 75% each reported having experienced GBD. Their experiences fell into five main categories: sexual harassment with subcategories of verbal and physical, discrimination based on existing/possible motherhood with subcategories of structural and verbal, direct preference for men, direct neglect of women, and derogatory treatment based on gender.</p><p><strong>Conclusion: </strong>The study contributes to filling the aforementioned research gap. At the hospitals studied, GBD is a common phenomenon among both female medical students and physicians, manifesting itself in multiple forms. Transferability of the results beyond the hospitals studied to all of Germany seems plausible. Much is known about the causes, consequences and effective countermeasures against GBD. Those responsible for training and employers in hospitals should fulfill their responsibility by implementing measures from the set of empirically evaluated interventions.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc66"},"PeriodicalIF":1.5,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832166","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":"German first-year medical students' expectations of their professional life - concerns and hopes: A project report.","authors":"Karen Schmidt-Bäse, Johanna Huber, Martin R Fischer, Marjo Wijnen-Meijer","doi":"10.3205/zma001654","DOIUrl":"https://doi.org/10.3205/zma001654","url":null,"abstract":"<p><strong>Aim: </strong>Expectations among medical students towards their future professional life are affected by intrinsic and extrinsic factors which may change during years of medical school. The aim of this study is to gain further insight into students' expectations of their professional life at the beginning of medical school. Findings regarding contextual influences can be used to improve curricula and student guidance.</p><p><strong>Methods: </strong>The project report based on an online survey among three cohorts of first year medical students at the LMU. The questionnaire consisted of six open-ended questions which addressed the student's motivation, expectations, anticipations and concerns of their professional life. Questions were also asked about presumed personal development and influence on private life. An inductive coding was used in this qualitative content analysis.</p><p><strong>Results: </strong>Written responses from 591 participants were coded, categorized and summarized into four main themes: personal life, work, science, personal issue. Despite coming from different cohorts, the occurrence of the main themes showed the same trend in all student groups. Students are worried most about the work-life-balance, and they expect it to be a difficult issue. But many of our first-year students are optimistic that they will be able to establish a good work-life-balance or that the working conditions will have changed to a manageable workload at the time they will enter their first jobs. The majority of our students expect to become more self-confident with enhanced empathy and team-working ability and more patient and stress-resistant in daily challenges.</p><p><strong>Conclusion: </strong>The medical students emphasize the gender-neutral desire for work-life balance. So, they expect improved working conditions for the future - an ongoing challenge for the health care system.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc72"},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728663/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832168","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}