医学教育中的感染预防--德国一项描述性横断面研究的结果。

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES
GMS Journal for Medical Education Pub Date : 2024-02-15 eCollection Date: 2024-01-01 DOI:10.3205/zma001659
Paul-Dierk Tingelhoff, Frank Hufert, Claudia Kiessling, Bertram Otto
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引用次数: 0

摘要

研究目的本研究的目的是在开发有关医院感染预防的严肃游戏之前,评估医学教育中有关医院感染预防内容的课程现状。此外,还将收集到的数据与卫生和感染预防专科护士(FKHI)的培训内容进行对比:在一项在线调查中,德国医学学位课程和FKHI继续教育中心、SkillsLabs和专业协会的负责人被要求回答有关框架条件、教学、考试和游戏化的28个问题:结果:共收集了22个医学学位项目和5个FKHI继续教育中心的数据。由于回复率较低,我们只对FKHI的数据进行了汇总分析。医学专业平均有 13.5 个教学单元(中位数)。六个学位课程设有纵向课程。在 22 个学位课程中,有 7 个是根据国家能力学习目标目录(NKLM)进行教学的。几乎所有地方都在讲座(18 个)和/或实习(13 个)中讲授这些内容。教学和考试在第三学年最为常见(12 人)。除了OSCE实践考试(5人)外,还特别采用笔试(12人)和计算机考试(8人)。游戏化作为一种说教方法在一定程度上为人所知,但并未用于感染预防教学:医院感染预防在医学教育中的优先级相对较低。教学和考试均以传统的知识导向型形式为基础,尽管在某些地方设立了实践教学和实践考试。与 FKHI 相比,目前的学习目标似乎不太标准化。今后最好能进一步发展跨专业教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Infection prevention in medical education - results of a descriptive cross-sectional study in Germany.

Objective: 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).

Methodology: 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.

Results: 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.

Conclusions: 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.

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来源期刊
GMS Journal for Medical Education
GMS Journal for Medical Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
3.40
自引率
12.50%
发文量
30
审稿时长
25 weeks
期刊介绍: GMS Journal for Medical Education (GMS J Med Educ) – formerly GMS Zeitschrift für Medizinische Ausbildung – publishes scientific articles on all aspects of undergraduate and graduate education in medicine, dentistry, veterinary medicine, pharmacy and other health professions. Research and review articles, project reports, short communications as well as discussion papers and comments may be submitted. There is a special focus on empirical studies which are methodologically sound and lead to results that are relevant beyond the respective institution, profession or country. Please feel free to submit qualitative as well as quantitative studies. We especially welcome submissions by students. It is the mission of GMS Journal for Medical Education to contribute to furthering scientific knowledge in the German-speaking countries as well as internationally and thus to foster the improvement of teaching and learning and to build an evidence base for undergraduate and graduate education. To this end, the journal has set up an editorial board with international experts. All manuscripts submitted are subjected to a clearly structured peer review process. All articles are published bilingually in English and German and are available with unrestricted open access. Thus, GMS Journal for Medical Education is available to a broad international readership. GMS Journal for Medical Education is published as an unrestricted open access journal with at least four issues per year. In addition, special issues on current topics in medical education research are also published. Until 2015 the journal was published under its German name GMS Zeitschrift für Medizinische Ausbildung. By changing its name to GMS Journal for Medical Education, we wish to underline our international mission.
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