GMS Journal for Medical Education最新文献

{"title":"Evaluation of the National Competence Based Catalogue of Learning Objectives (NKLM 2.0) for undergraduate medical education at the Medical School Hannover.","authors":"Marie Mikuteit, Ingo Just, Sandra Steffens","doi":"10.3205/zma001650","DOIUrl":"https://doi.org/10.3205/zma001650","url":null,"abstract":"<p><strong>Background: </strong>The National Competence-Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM) serves as the foundation for curricular development in undergraduate medical education in Germany. A new version of the NKLM was launched in 2021, and medical faculties are now evaluating the learning objectives (LOs). This paper describes the evaluation process used at Hannover Medical School.</p><p><strong>Methods: </strong>The evaluation process was structured in three steps. LOs were rated as \"keep\", \"modify\" or \"delete\". First, the 1133 LOs were compared with the mapping of the Hannover curriculum from 2017. Then, a small team from the Curricular Development Department conducted a pre-evaluation of the 1133 LOs. Finally, a group of clinical experts and students discussed and agreed on the ratings.</p><p><strong>Results: </strong>For 868 LOs, one or more counterparts were found in the mapping, but 265 new LOs were not found and thus, classified as new. In the first rating, 779 LOs were kept, 300 were modified (172 due to wording), 45 were deleted, and there was no rating for 9 LOs. The expert group changed 47 of the pre-evaluation decisions. The final rating was to keep 738 LOs, modify 356, and delete 39 LOs.</p><p><strong>Conclusion: </strong>This method effectively evaluated the LOs from NKLM 2.0 while balancing expert knowledge and an overview of the curriculum.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc68"},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728661/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832165","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 role of research competence as an influencing factor for the careers of young academics. Findings and implications from studies on doctorates in medicine and life sciences in Germany.","authors":"Nurith Epstein, Julia Eberle, Julia Meuleners, Daniel Lachmann, Sonja Heuser, Stefan Herzig, Birgit Neuhaus, Martin R Fischer","doi":"10.3205/zma001652","DOIUrl":"https://doi.org/10.3205/zma001652","url":null,"abstract":"<p><strong>Background: </strong>When viewed internationally, Germany boasts a high rate of doctoral candidates. Fields such as medicine and life sciences have a notably high proportion of doctoral students, a trend rooted in historical factors. Despite this, comprehensive empirical studies concerning the doctoral phase and early-career researchers, especially in relation to the rise of structured doctoral programmes, have only recently gained traction.</p><p><strong>Methods: </strong>We present findings from a project investigating young scientists in medicine and life sciences. Postdoctoral graduates from these disciplines were examined both quantitatively and qualitatively within the E-Prom projects, emphasizing the primary domain of research.</p><p><strong>Results: </strong>Our analysis indicates some benefits of structured doctoral programmes over traditional individual doctorates. However, the disparities between these doctoral approaches are less pronounced than anticipated. We also identified discrepancies between the programme descriptions and their actual execution. Integration into the scientific community and research-related self-efficacy are potential indicators of publication output and inclination towards a scientific career. Physicians exhibited lower research-related self-efficacy and a lesser tendency towards a scientific career than biologists. Notably, we found gender disparities disadvantaging female graduates, with these disparities being more marked in medicine.</p><p><strong>Conclusions: </strong>There is evidence to suggest that official representations of structured doctoral programmes do not always align with their practical applications, limiting their potential effectiveness. Therefore, resources should be allocated to ensure the consistent execution of these programmes. Given the empirical evidence supporting the benefits of community integration for junior researchers, efforts should be made to facilitate their networking. Additionally, our findings emphasize the necessity of providing enhanced support for young female scientists.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc70"},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728667/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832181","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":"Resilience status of dental students and derived training needs and interventions to promote resilience.","authors":"Mia T Schwitters, Jan Kiesewetter","doi":"10.3205/zma001649","DOIUrl":"https://doi.org/10.3205/zma001649","url":null,"abstract":"<p><strong>Background: </strong>The concept of resilience is defined differently in the literature, with the definition depending on the criteria under consideration. Currently, the most commonly used definition is: resilience as \"psychological resistance to biological, psychological, and psychosocial developmental risks\". In order to systematically enhance resilience, it is necessary to first determine specific training needs. This study examines the resilience status of dental students in Germany from different academic years and derives interventions for resilience enhancement, as the field of dentistry is considered one of the \"most stressful professions\".</p><p><strong>Methods: </strong>To determine the resilience status, a questionnaire was developed, consisting of the 10-Item Connor-Davidson Resilience Scale (10-Item CD-RISC), the Maslach Burnout Inventory Scale (MBI), the Negative Self-Image Scale (NSBS), and five self-formulated closed-ended questions. A total of 320 questionnaires were distributed, with 184 responses (43.7% female) received, including partially completed forms.</p><p><strong>Results: </strong>The resilience status shows an average moderate level of resilience (<i>M</i>=28.43; <i>SD</i>=5.57). The subcomponents of <i>emotional exhaustion</i> (<i>M</i>=23.66; <i>SD</i>=8.32) and <i>reduced personal performance</i> (<i>M</i>=33.69; <i>SD</i>=8.47) indicate an increased risk of burnout, but not <i>depersonalization</i> (<i>M</i>=5.04; <i>SD</i>=5.50). Overall, the participants have a positive self-image (<i>M</i>=1.72; <i>SD</i>=0.69).</p><p><strong>Conclusion: </strong>The study reveals that dental students have a moderate level of resilience. Dental students are not inherently prone to burnout, but they show reduced levels of emotional exhaustion and personal performance, suggesting a need for interventions in these areas. Possible interventions tailored to these training needs are discussed in the article. Further research is needed to determine the effectiveness of these interventions.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc67"},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728662/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832169","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":"First steps of learning analytics in a blended learning general practice curriculum at Saarland University - a quantitative approach.","authors":"Helene Junge, Kerstin Schuster, Aline Salzmann, Sara Volz-Willems, Johannes Jäger, Fabian Dupont","doi":"10.3205/zma001653","DOIUrl":"https://doi.org/10.3205/zma001653","url":null,"abstract":"<p><strong>Objectives: </strong>Medical education has been revolutionized by the growing importance of digital learning. Little is known about students' online study behaviour and its relationship with exam performance. This quantitative study analyses and describes students' digital learning behaviours in a blended learning curriculum for General practice at Saarland University, Germany. It also examines the relationship between digital learning behaviour and exam performance.</p><p><strong>Methods: </strong>Cohort and individualized AMBOSS^® user data from 195 students at Saarland University was analysed quantitatively. Performance in course-specific multiple-choice question sessions and user data of the integrated online learning activities were correlated with each other and with General practice exam grades. Anonymized data from 10,534 students from 35 other German universities served as the reference cohort. Differences in digital learning behaviour between the groups were calculated using Mann-Whitney-U-Test for non-normally distributed data.</p><p><strong>Results: </strong>Students in the blended learning course used integrated content more frequently than the reference cohort (U=48777, p<0.001). The number of digital learning cards read correlated moderately with digital formative assessment performance (ρ=0.331, p=0.005 and ρ=0.217, p=0.034). Formative assessment scores and exam results correlated strongly in the summer semester cohort (ρ=0.505, p<0.001), and moderately in the winter semester cohort (ρ=0.381, p<0.001).</p><p><strong>Conclusion: </strong>There is a difference in the usage of online learning activities when they are purposefully integrated into a curriculum. Digital learning activities including formative assessment may serve as valuable, constructively aligned exam preparation. This is relevant for medical educators when planning future blended learning curricula and portfolio systems, as it may save financial and human resources.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc71"},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728664/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832167","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":"Does prior knowledge affect interaction dynamics and learning achievement in digital problem-based learning? A pilot study.","authors":"Martin Möser, Rico Hermkes, Natalie Filmann, Seon-Yee Harsch, Stefan Rüttermann, Susanne Gerhard-Szép","doi":"10.3205/zma001651","DOIUrl":"https://doi.org/10.3205/zma001651","url":null,"abstract":"<p><strong>Objective: </strong>Previous research on problem-based learning (PBL) describes that videotaped observations develop meaningful insights into cognitive processes in tutorial groups. Analysis regarding the amount of prior knowledge on learning achievement has not been investigated in medical education so far, although both are key factors of PBL success. Thus, we intended to analyse videos of digital problem-based learning (dPBL) sessions, focusing on knowledge acquisition and interaction dynamics among groups with different levels of prior knowledge to reveal any distinctions.</p><p><strong>Methods: </strong>This study employed a pilot design by dividing 60 dental students into twelve subgroups with less or more prior knowledge, determined by a pre-semester multiple choice test (MCQ). The groups engaged in videotaped dPBL cases, which were examined regarding group interactions and tutor effectiveness. The learning achievement was assessed through a post-semester MCQ, an oral and practical exam.</p><p><strong>Results: </strong>The video analysis showed that dPBL groups with less prior knowledge achieved significantly higher tutor effectiveness and group interaction utterances, but that the percentage of time in which utterances occurred was similar in both groups. Related to the MCQ results, the students with less prior knowledge learned four times more than those with profound previous abilities, but no significant difference was found in the results of the oral exam and practical exam.</p><p><strong>Conclusions: </strong>The interaction dynamics in dPBL depend on the group's amount of prior knowledge. Especially groups including participants with less prior knowledge seemed to benefit from dPBL in comparison to groups with more prior knowledge. The dPBL groups acquired knowledge in different ways during the courses but, finally, all students arrived at a similar level of knowledge.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 6","pages":"Doc69"},"PeriodicalIF":1.6,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10728665/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832164","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":"Jost Steinhäuser: Telemedizin und eHealth. Das Wichtigste für Ärztinnen und Ärzte aller Fachrichtungen","authors":"Christian Vajda","doi":"10.3205/zma001637","DOIUrl":"https://doi.org/10.3205/zma001637","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"50 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139339815","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":"Advantages of learning objectives and the National Competence-based Catalogue of Learning Objectives.","authors":"Marjo Wijnen-Meijer","doi":"10.3205/zma001647","DOIUrl":"10.3205/zma001647","url":null,"abstract":"","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc65"},"PeriodicalIF":1.5,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594041/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163213","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 association between quality of connections and diagnostic accuracy in student-generated concept maps for clinical reasoning education with virtual patients.","authors":"Andrzej A Kononowicz,&nbsp;Dario Torre,&nbsp;Stanisław Górski,&nbsp;Michał Nowakowski,&nbsp;Inga Hege","doi":"10.3205/zma001643","DOIUrl":"10.3205/zma001643","url":null,"abstract":"<p><strong>Objectives: </strong>Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy.</p><p><strong>Methods: </strong>We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections.</p><p><strong>Results: </strong>There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students' general reluctance to use connections in their concept maps.</p><p><strong>Conclusion: </strong>Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc61"},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594037/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163219","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":"Explaining the health system in a practical way - the use of a simulation game in medical sociology teaching.","authors":"Katja Götz","doi":"10.3205/zma001639","DOIUrl":"10.3205/zma001639","url":null,"abstract":"<p><strong>Objective: </strong>A simulation game is a valuable method for conveying teaching content in a practical way. The aim was to design a teaching module for medical sociology on the subject of \"The German health care system\" which would convey the contents and connections to the students in a practical way using a simulation game.</p><p><strong>Project description: </strong>In addition to the development of scenarios for the simulation game, role cards for various institutions of the health care system were also produced as a result. The students were given the opportunity beforehand to work on theoretical content regarding the German health care system online (the \"flipped classroom method\"). In the 90-minute face-to-face event the simulation game was played, followed by a feedback session. The initial impressions of the students were collected.</p><p><strong>Results: </strong>In the 2022 summer semester, a total of 185 students from the 4^th pre-clinical semester took part in the seminar. The students were divided into twelve seminars. One scenario was worked on per seminar. The simulation game contributed to a better understanding of the health care system. The students were generally very satisfied with this type of knowledge transfer and thought that this method might well be integrated into teaching in the future.</p><p><strong>Conclusion: </strong>Communicating the health care system through a simulation game is evidently suitable for explaining clearly complex issues and presenting the various interests of the individual institutions. In addition, a simulation game stimulates critical debate and can contribute to imparting theoretical content in teaching medical sociology in a practical way.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc57"},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594036/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163216","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":"Webcam-based eye-tracking to measure visual expertise of medical students during online histology training.","authors":"Dogus Darici,&nbsp;Carsten Reissner,&nbsp;Markus Missler","doi":"10.3205/zma001642","DOIUrl":"10.3205/zma001642","url":null,"abstract":"<p><strong>Objectives: </strong>Visual expertise is essential for image-based tasks that rely on visual cues, such as in radiology or histology. Studies suggest that eye movements are related to visual expertise and can be measured by near-infrared eye-tracking. With the popularity of device-embedded webcam eye-tracking technology, cost-effective use in educational contexts has recently become amenable. This study investigated the feasibility of such methodology in a curricular online-only histology course during the 2021 summer term.</p><p><strong>Methods: </strong>At two timepoints (t1 and t2), third-semester medical students were asked to diagnose a series of histological slides while their eye movements were recorded. Students' eye metrics, performance and behavioral measures were analyzed using variance analyses and multiple regression models.</p><p><strong>Results: </strong>First, webcam-eye tracking provided eye movement data with satisfactory quality (<i>mean accuracy</i>=115.7 px±31.1). Second, the eye movement metrics reflected the students' proficiency in finding relevant image sections (<i>fixation count on relevant areas</i>=6.96±1.56 vs. irrelevant areas=4.50±1.25). Third, students' eye movement metrics successfully predicted their performance (R²_adj=0.39, p<0.001).</p><p><strong>Conclusion: </strong>This study supports the use of webcam-eye-tracking expanding the range of educational tools available in the (digital) classroom. As the students' interest in using the webcam eye-tracking was high, possible areas of implementation will be discussed.</p>","PeriodicalId":45850,"journal":{"name":"GMS Journal for Medical Education","volume":"40 5","pages":"Doc60"},"PeriodicalIF":1.6,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10594038/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50163220","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}