Your browser doesn't support javascript.
loading
Mostrar: 20 | 50 | 100
Resultados 1 - 20 de 4.381
Filtrar
1.
Medicine (Baltimore) ; 100(9): e24829, 2021 Mar 05.
Artículo en Inglés | MEDLINE | ID: mdl-33655944

RESUMEN

ABSTRACT: An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants' critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.


Asunto(s)
Curriculum , Educación a Distancia/métodos , Bachillerato en Enfermería/métodos , Evaluación Educacional/métodos , Internet , Aprendizaje Basado en Problemas/métodos , Enseñanza/organización & administración , China , Instrucción por Computador/métodos , Femenino , Humanos , Masculino , Adulto Joven
2.
Curationis ; 44(1): e1-e7, 2021 Mar 10.
Artículo en Inglés | MEDLINE | ID: mdl-33764129

RESUMEN

BACKGROUND: The real-world problems and ever-changing challenges currently confronting the future of nursing education and healthcare require a problem-based learning approach using simulation strategy. This is exacerbated by the increasing burden of diseases such as tuberculosis, human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) and more recently the coronavirus disease 2019 (COVID-19) pandemic, as well as advancing technology and changing regulations and policies. Problem-based learning is a student-centred learning strategy, where students are presented with situations drawn from practice, which can be used to bridge the theory-practice gap. OBJECTIVES: To explore the perceptions and views of healthcare educators on how problem-based learning can be facilitated through simulation. METHOD: A qualitative, exploratory, descriptive and contextual research design was used. Thirteen educators from the Faculty of Health Sciences of the University of Johannesburg, with 5 years' teaching experience, were purposively selected from the Dean's office, the Nursing Department, emergency medical care and the departments of podiatry, somatology and radiography. The participants were selected based on their extensive knowledge of problem-based learning and the use of simulation. Data were collected through in-depth, individual, semi-structured interviews. Thematic analysis provided six themes and 13 related sub-themes. The article focuses on the perceptions and views of educators regarding problem-based learning through simulation. RESULTS: Problem-based learning through simulation allows students to work together in teams, which demonstrates a new modus operandi and renders a holistic approach to patient care. CONCLUSION: Problem-based learning through simulation should be utilised to encourage reflective knowledge exchange. Students from various departments can learn about new innovations, creativity and develop critical thinking when solving complex health-related problems.


Asunto(s)
Actitud del Personal de Salud , Actitud hacia los Computadores , Instrucción por Computador/métodos , Educación en Enfermería/métodos , Docentes de Enfermería/psicología , Aprendizaje Basado en Problemas/métodos , Adulto , Curriculum , Femenino , Humanos , Masculino , Persona de Mediana Edad , Investigación Cualitativa , Adulto Joven
3.
J Med Libr Assoc ; 109(1): 90-96, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33424469

RESUMEN

Background: A request for consumer health information training for public librarians led to the development of a specialized consumer health reference and health literacy training program by professional consumer health librarians from an academic medical center. Professional consumer health librarians created an interactive presentation aimed at improving public librarians' ability to respond to consumer health questions and provide vetted health resources. Case Presentation: Building on professional expertise, librarians at Weill Cornell Medicine developed a live class demonstration accompanied by a representative subject LibGuide to support public librarians who assist patrons with health questions. Skills involved in effectively communicating with patrons who are seeking consumer health information include conducting reference interviews, matching patrons' needs with appropriate resources, teaching useful Internet search methods, assessing health information, and understanding health literacy issues. Originally envisioned as two in-person live demonstrations, the team proactively adapted the program to respond to the stay-at-home social-distancing order put in place in response to the coronavirus disease 2019 (COVID-19) pandemic. Conclusions: The team successfully led an in-person live training session followed by an adapted online training experience, the latter designed to complete the curricula while complying with city and state orders.


Asunto(s)
Instrucción por Computador/métodos , Información de Salud al Consumidor/métodos , Información de Salud al Consumidor/estadística & datos numéricos , Curriculum , Alfabetización en Salud/métodos , Bibliotecólogos/educación , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Ciudad de Nueva York
4.
J Med Internet Res ; 23(1): e23594, 2021 01 15.
Artículo en Inglés | MEDLINE | ID: mdl-33428581

RESUMEN

BACKGROUND: The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE: Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS: A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS: Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). CONCLUSIONS: Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/métodos , Educación Médica/métodos , Accidente Cerebrovascular/diagnóstico , Educación a Distancia/normas , Femenino , Humanos , Aprendizaje , Masculino
5.
Front Public Health ; 8: 606394, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33344406

RESUMEN

Competencies in health policy and advocacy should be developed by all health professionals to effectively advance their professions but also effectively collaborate in interprofessional teams to improve public health. However, the COVID-19 epidemic presents a challenge to reaching students of health professions through face-to-face offerings. To meet this need, the University of South Florida College of Public Health developed asynchronous and synchronous online health policy and advocacy modules delivered to an interprofessional group of students pursuing health careers. After learning policy and advocacy material individually through a self-paced online curriculum, faculty gathered the students for a synchronous online event where they formed collaborative groups. In interprofessional teams, students prepared and presented advocacy briefs that were critiqued by the faculty. Post-event evaluation results showed that most students strongly agreed that the interprofessional event was very effective, and they all would recommend the program to other students. Universities and colleges educating students of health professions can take advantage of the technologies employed to keep students safe in the COVID-19 pandemic and still reach students effectively with interprofessional health policy and advocacy content.


Asunto(s)
Instrucción por Computador/métodos , Defensa del Consumidor/educación , Personal de Salud/educación , Política de Salud , Educación Interprofesional/organización & administración , Pandemias , Realidad Virtual , Adulto , Curriculum , Femenino , Florida , Humanos , Relaciones Interprofesionales , Masculino , Persona de Mediana Edad , Adulto Joven
6.
BMC Med Educ ; 20(1): 510, 2020 Dec 16.
Artículo en Inglés | MEDLINE | ID: mdl-33327963

RESUMEN

BACKGROUND: Cost-effective methods to facilitate practical medical education are in high demand and the "mixed-reality" (MR) technology seems suitable to provide students with instructions when learning a new practical task. To evaluate a step-by-step mixed reality (MR) guidance system for instructing a practical medical procedure, we conducted a randomized, single-blinded prospective trial on medical students learning bladder catheter placement. METHODS: We enrolled 164 medical students. Students were randomized into 2 groups and received instructions on how to perform bladder catheter placement on a male catheterization training model. One group (107 students) were given their instructions by an instructor, while the other group (57 students) were instructed via an MR guidance system using a Microsoft HoloLens. Both groups did hands on training. A standardized questionnaire covering previous knowledge, interest in modern technologies and a self-evaluation was filled out. In addition, students were asked to evaluate the system's usability. We assessed both groups's learning outcome via a standardized OSCE (objective structured clinical examination). RESULTS: Our evaluation of the learning outcome revealed an average point value of 19.96 ± 2,42 for the control group and 21.49 ± 2.27 for the MR group - the MR group's result was significantly better (p = 0.00). The self-evaluations revealed no difference between groups, however, the control group gave higher ratings when evaluating the quality of instructions. The MR system's assessment showed less usability, with a cumulative SUS (system usability scale) score of 56.6 (lower half) as well as a cumulative score of 24.2 ± 7.3 (n = 52) out of 100 in the NASA task load index. CONCLUSIONS: MR is a promising tool for instructing practical skills, and has the potential to enable superior learning outcomes. Advances in MR technology are necessary to improve the usability of current systems. TRIAL REGISTRATION: German Clinical Trial Register ID: DRKS00013186.


Asunto(s)
Realidad Aumentada , Instrucción por Computador/métodos , Educación de Postgrado en Medicina/métodos , Cateterismo Urinario , Realidad Virtual , Adulto , Competencia Clínica , Autoevaluación Diagnóstica , Evaluación Educacional , Femenino , Humanos , Masculino , Estudios Prospectivos , Método Simple Ciego , Adulto Joven
7.
GMS J Med Educ ; 37(7): Doc65, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364344

RESUMEN

Introduction and objectives: The Covid-19 pandemic has created major challenges for university teaching. At the beginning of the summer semester 2020, teaching at the Medical Faculty in Magdeburg was almost completely online. Also the course in macroscopic anatomy had to be replaced by virtual e-learning offers. Methods: Videos and photo presentations of the preparation steps and structures to be displayed were made available online. The reactions of the students showed very quickly that the three-dimensionality, the independent preparation and the haptics of the object to be studied make up a large part of this subject. Results and conclusions: Virtual e-learning offerings are a useful supplement to, but not a substitute for, active dissecting on body donors. By changing the course offerings in compliance with hygiene and distance rules, we were able to offer a classroom course again during the semester, which was expressly welcomed by the students.


Asunto(s)
Anatomía/educación , Instrucción por Computador/métodos , Educación a Distancia/métodos , Educación de Pregrado en Medicina/métodos , Comportamiento del Consumidor , Docentes Médicos/psicología , Humanos , Pandemias , Estudiantes de Medicina/psicología , Factores de Tiempo
8.
GMS J Med Educ ; 37(7): Doc66, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364345

RESUMEN

Objective: During the early Covid 19 pandemic, undergraduate medical teaching of pediatric medicine had to be switched to online teaching at the Hanover Medical School (MHH). The aim was to develop an online module together with students. Methodology: In a multi-stage process, a working group consisting of lecturers and students developed the concept and implemented it. Afterwards the online module was evaluated. Results: The conceptualization process and the implementation of the module together with students can be represented as a modified PDCA cycle (Plan-Do-Check-Act). We showed that including students in the development of an online module is helpful in times of limited resources e.g. such as personnel and time. Conclusion: The cooperation between students and lecturers is suitable for developing and implementing an online module in a short time. In the future, in addition to joint conceptualization phases, digital elements (e.g. preparatory webinars) for the module itself in attendance phases should be retained.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Docentes Médicos/organización & administración , Pediatría/educación , Estudiantes de Medicina , Educación de Pregrado en Medicina/organización & administración , Humanos , Pandemias
9.
GMS J Med Educ ; 37(7): Doc68, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364347

RESUMEN

Due to the COVID-19 pandemic, digital teaching approaches should be used wherever possible. In this article we report on our project for digital teaching and learning of surgical skills. The compulsory elective "Intensivkurs Chirurgische Techniken" for medical students starting with semester 5 was designed as a blended learning course. One week before the face-to-face class, the students receive the learning and teaching material online in a Moodle course. In the face-to-face class, live demos of procedures (e.g. performing skin and intestinal sutures) are presented by the teachers. The learners then perform the practical procedures and record themselves with the camera of an iPad. They publish their videos in the Moodle course via an Opencast plugin. The implementation of an annotation tool enables everyone in the Moodle course to add free-text comments to selected parts of the videos (video-assisted feedback and coaching). As a result of the pandemic, the face-to-face class is being moved to a digital learning environment. For this purpose, we are extending the existing system with a web conference tool (BigBlueButton).


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/métodos , Procedimientos Quirúrgicos Operativos/educación , Competencia Clínica , Humanos , Modelos Educacionales , Pandemias
10.
GMS J Med Educ ; 37(7): Doc74, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364353

RESUMEN

Introduction: During the SARS-CoV-2 pandemic, students with an affinity to digital technology supported the online teaching activities of lecturers on an ad-hoc and needs-oriented basis. The aim of the study was to determine the necessity and acceptance of these so-called e-scouts. Methodology: An online survey was sent via the Faculty of Medicine mailing list of department heads and teaching coordinators. Thirty valid responses were identified and evaluated. Results: The e-scouts provided support in particular with preparing audio commentaries of presentation slides, video recording of presentations, and the implementation of case-based e-learning. The main reasons for requesting help from the students were technical support, equipment loan, and support with how to use the learning platform and course management system. Overall, the lecturers rated the service provided by e-scouts as highly satisfactory and praised their prompt and competent assistance. Over 50% of the lecturers stated their wish to continue working with e-scouts in the future and integrate online activities into their teaching even beyond the SARS-CoV2 pandemic. Discussion and conclusion: With the support of the e-scouts, lecturers received assistance with developing and improving their own media competence without bureaucratic hurdles, aiming to create online courses for the local teaching and learning platform. Thereby, the e-scouts' perspective was very helpful in providing both important insights into how students learn as well as impulse toward the further development of digital teaching activities.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Comportamiento del Consumidor , Docentes Médicos/organización & administración , Humanos , Pandemias , Estudiantes de Medicina , Factores de Tiempo
11.
GMS J Med Educ ; 37(7): Doc75, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364354

RESUMEN

Background: The forced and time-critical changeover to digital teaching and learning formats in the summer semester 2020 brought about numerous new challenges for the teaching staff of the Faculty of Medicine at the University of Regensburg. Didactic and personnel support of clinical lecturers for the preparation, creation, and supervision of digital teaching materials became necessary. Project description: Since interdisciplinary teams seem to be superior in finding creative solutions, an interdisciplinary student e-tutor team was established at the Faculty of Medicine to support the digitalization of the range of courses. After their initial basic training the e-tutors had regular team meetings and internal mini-training sessions to ensure their continuous professional development. The e-tutors could be "requested" by clinical teaching staff and then accompanied the respective course preparation and implementation as required. Results and discussion: Both clinical teachers and students perceived the student e-tutors' support to be very positive. The e-tutors described the interdisciplinarity of the team as an important learning resource and their work as an exciting and instructive task. Conclusion and outlook: Due to the positive experiences with the e-tutors, the faculty is striving to establish sustainable digital teaching and learning services in the coming semesters.


Asunto(s)
Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Docentes Médicos/organización & administración , Tutoría/organización & administración , Estudiantes de Medicina , Comunicación , Educación Médica/organización & administración , Humanos , Comunicación Interdisciplinaria , Aprendizaje Basado en Problemas
12.
GMS J Med Educ ; 37(7): Doc77, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364356

RESUMEN

Background: Due to the COVID-19 pandemic, students have been confronted with an online semester. Because of the special requirements, online teaching can trigger negative emotions, which can have an unfavourable impact on the learning process and which therefore need to be regulated. This study investigates academic-associated emotions and the regulation of those emotions both before (December 2019) and during (June 2020) the online semester for first-year medical students. Methods: Questionnaire data (t1=Dec 2019; t2=Jun 2020) regarding academic-associated emotions and emotion regulation, taken from a longitudinal research project (Experienced Learning Medicine Augsburg; ELMA) at the University of Augsburg, was used. At t2, the students were also asked, as future physicians, to name their three most significant emotions regarding their studies, taking into account the COVID-19 situation. Results: Longitudinal analyses (Wilcoxon tests) showed few changes in academic-associated emotions. The emotions happy (r=.32) and proud (r=.33) increased significantly with moderate effects at the online semester. There also was an increased, but still low suppression of emotions (r=.22) at t2. The future physicians were most often curious, grateful and afraid about their medical studies with regard to the COVID-19 situation. Overall, medical studies were more often associated with positive than negative emotions during the online semester. Conclusions: The results show that the online semester did not have any worrying impacts on academic-associated emotions and emotion regulation. There was even some indication that students might benefit from online teaching formats.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Estudiantes de Medicina/psicología , Adulto , Emociones , Humanos , Estudios Longitudinales , Masculino , Pandemias , Adulto Joven
13.
GMS J Med Educ ; 37(7): Doc85, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364364

RESUMEN

Objectives: The limitations in teaching resulting from the Covid-19 epidemic were the rational for transferring the course in Medical Psychology and Medical Sociology (doctor-patient communication) into an asynchronous e-learning course. For this purpose, ten exercises were developed to be downloaded by the students and the solutions returned to the course lecturer on a weekly basis. In addition, two students individually recorded via video one of eight doctor-patient exercise conversations, which were then evaluated by four other students and the respective lecturer. Methods: For evaluation, the students filled out an exercise and an effect-related questionnaire with 21 items. Results: The questionnaire was completed by n=203 (98%) students (59% female, 41% male). The video-based situation analyses (91%) helped most of them to become rather closely or very well acquainted with medical conversation practice. 76% rated the exercise "Enlightenment Conversation/SPIKES Protocol" as fairly helpful or very helpful in respect to the practicing concepts of medical conversation. When asked about the effects, most of them found the idea of patient orientation in medicine to be quite helpful or very helpful (83%). About a quarter of them (24%) stated that the online course could not, or only slightly, replace face-to-face teaching. This assessment was less pronounced among female students than among male students (Wilcoxon test p<.01). Conclusion: Our online course concept of physician-patient conversation found good overall response among pre-clinical medical students. However, the participants expressed different opinions about the extent to which the concept can replace face-to-face teaching.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación de Pregrado en Medicina/organización & administración , Relaciones Médico-Paciente , Competencia Clínica , Comunicación , Escolaridad , Humanos , Pandemias , Estudiantes de Medicina/psicología
14.
GMS J Med Educ ; 37(7): Doc86, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364365

RESUMEN

Introduction: In order to promote training and further education on topics related to the digitization of medicine, the HiGHmeducation consortium is developing online learning modules. These modules could also be offered across locations. For students of human medicine, an elective for the acquisition of data literacy has been implemented. Originally designed as a blended learning offer, the elective was then carried out completely online due to the Covid-19 pandemic. Despite the lack of classroom teaching, the aim was to achieve intensive cooperation between the students. Project description: In the elective, the students worked on a total of 14 learning tasks, so-called e-tivities, which stimulate collaborative work and thus promote the examination of the learning content. These asynchronous learning activities were supplemented by video conferences, in which the students also took on the role of presenters. The teachers accompanied this learning process as e-moderators. Results: In April/May 2020, the elective course was carried out with 12 students entirely online. Despite a workload that was experienced as high, the elective was rated very well by the students. Discussion: The didactic concept of the elective enabled an active engagement with the learning material and the social interaction between the learners. With the digital learning offers, the learners were able to gain new experiences which are also of professional relevance. Conclusion: The didactic concept of the elective can be transferred to other courses. Future studies must show which long-term learning effects can be generated by digital teaching based on teamwork, communication and exchange.


Asunto(s)
/epidemiología , Comunicación , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Procesos de Grupo , Conducta Cooperativa , Curriculum , Humanos , Pandemias , Estudiantes de Medicina/psicología
15.
GMS J Med Educ ; 37(7): Doc91, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364370

RESUMEN

Background: Diagnostic tests and examinations inform clinical decision making. Thus, an essential part of medical students' workplace-based training is dedicated to core skills in clinical diagnostic sciences. Due to a reduction of clinical internships for fifth-year students in the wake of COVID-19 learning activities replacing this aspect of training were needed. Project description: Virtual Patient online learning materials addressing clinical diagnostic sciences, specifically, radiology, were developed to prepare students for the transition to workplace-based learning. Three types of activities related to interprofessional patient treatment, showing how radiology knowledge improves the diagnosing and treatment of patients, were used to design the narrative of each virtual patient. The materials also showed students "how to learn" in the clinical workplace while showing "what to learn". Students complete relevant tasks and compare their approach with experts' approach in a self-directed way. Results: Twenty self-study quizzes, accompanied by nine interactive Webinars were developed, providing 13% of the overall available replacement learning materials for the summer term 2020. In June 2020, 486 students completed the program and collected a mean share of 16% (SD=10) of their required credits by choosing to learn with these materials. Conclusion: Developing virtual patients based on three types of clinical activities to prepare students for the transition to workplace based learning proved successful and allowed rapid development of learning materials. The presented online quiz format and webinar format showed high acceptance and interest among students.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación de Pregrado en Medicina/organización & administración , Radiología/educación , Evaluación Educacional , Humanos , Pandemias , Simulación de Paciente
16.
GMS J Med Educ ; 37(7): Doc93, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364372

RESUMEN

The corona pandemic has posed major challenges for teaching with simulated persons (SPs), which usually requires the physical presence of the participants. Within a short period of time, a large number of individual solutions were developed. The committee "Simulated Persons" of the Society for Medical Education has developed considerations and proposals in five areas to meet the qualitative challenges of the method. First and foremost, the safety of the SPs is at stake, both in terms of infection prevention and role-related stress to which the SPs are now exposed at home alone instead of the usual setting, where they are in a teaching building with the connection to the staff on site. Furthermore, it should be noted that the changed framework conditions also require a reflection on behalf of the learning objectives, since not all teaching scenarios with SPs can be transferred from a real setting to a digital environment. Furthermore, even under corona conditions, the constructive alignment must not be disregarded, i.e. the question of testability must be considered from the very beginning. Aspects of the technical infrastructure for all participants and compliance with data protection requirements must also be considered. Last but not least, the forced changes are also an opportunity to take a proactive approach to the topic of telemedicine in teaching.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Simulación de Paciente , Humanos , Pandemias
17.
GMS J Med Educ ; 37(7): Doc96, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364375

RESUMEN

Objectives: In undergraduate medical education and in the subject of child and adolescent psychiatry, examining young patients face-to-face is a key element of teaching. With the abrupt shutdown of face-to-face teaching caused by the SARS-CoV-2 pandemic, a case-based online training program integrating audio and video of real patients was developed. Methods: The blended learning platform CaseTrain guides medical students in their final year through real child-psychiatric patient cases, such as anorexia, autism, or attention deficit disorder, through presentation of video and audio of real patients and parents. The teaching format complements lectures on child psychiatric topics, comprising asynchronous elements (self-study using the digital material) as well as synchronous elements (web-conferences with a specialist). Learning objectives for students were set to develop knowledge of the spectra of psychiatric disorders that affect children and to recognize approaches how to assess and manage common psychiatric problems of childhood and adolescence. Results: The feedback from medical students through oral and written evaluation was positive. They appreciated getting to know 'real-world patients' in times of such a pandemic, to learn explorative techniques from role models, and to be in close contact with the supervising specialist. In consequence of critical feedback on the length of some video sequences, these training units will undergo revision. Conclusions: Case-based online training may continue to be a useful option in a post-pandemic future as integral part of medical education, complementing face-to-face lectures and training in (child) psychiatry.


Asunto(s)
Psiquiatría del Adolescente/educación , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación de Pregrado en Medicina/organización & administración , Anorexia/diagnóstico , Anorexia/fisiopatología , Déficit de la Atención y Trastornos de Conducta Disruptiva/diagnóstico , Déficit de la Atención y Trastornos de Conducta Disruptiva/fisiopatología , Trastorno Autístico/diagnóstico , Trastorno Autístico/fisiopatología , Conocimientos, Actitudes y Práctica en Salud , Humanos , Pandemias
18.
GMS J Med Educ ; 37(7): Doc97, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364376

RESUMEN

Background: The task of the Competence Centers for vocational training (KW) is to increase the attractiveness and quality of vocational (=post-graduate) training in general practice. For this purpose, they offer, among other things, a structured seminar program for post-graduate trainees in general practice (GP-trainees). During the Covid-19 pandemic the seminar program of the KWBW-Verbundweiterbildungplus® in Baden-Württemberg was converted to digital formats. The goal of the paper is to evaluate the acceptance by the GP-trainees and lecturers, to describe experiences with the conversion to e-learning and to derive recommendations with regard to the future orientation of seminar programs in post-graduate as well as continuing medical education. The implementation was based on a modified Kern-cycle and aimed at offering eight teaching units of 45 minutes each to a large number of GP-trainees. It tried to maintain the high quality of content and education as well as the interactive character of the previous seminars. For this purpose, the events were designed as synchronous webinars (six units) with asynchronous preparation and post-processing (two units) according to the flipped classroom method. The evaluation by the participating GP-trainees and lecturers was performed online using a multi-center developed and pre-piloted questionnaire. Results and discussion: N=101 GP-trainees participated in the evaluation of five individual seminar days in the second quarter of 2020 (response rate 97%). 58% (N=59) of the trainees were satisfied or very satisfied with the implementation. 82% (n=83) rated pre-tasks as helpful. 99% (n=100) would participate in an online seminar again. For 52% (n=53) of the trainees, the attitude towards e-learning had changed positively. The main advantages mentioned were no travel, save in time and costs as well as increased flexibility. The main disadvantages mentioned were less personal interaction and technical obstacles. The high acceptance of the new digital format showed the fundamental potential of e-learning in continuing medical education. The experiences can be a source of inspiration for other departments and KW. However, it also shows that important goals of KW, such as the personal interaction of the peer group, could not be achieved. In the future, it is important to develop a suitable mix of presence and digital formats with the aim to improve the attractiveness as well as sustainability of continuing medical education.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación de Postgrado en Medicina/organización & administración , Medicina General/educación , Adulto , Competencia Clínica , Docentes Médicos/psicología , Femenino , Humanos , Masculino , Motivación , Pandemias , Estudiantes de Medicina/psicología
19.
GMS J Med Educ ; 37(7): Doc98, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364377

RESUMEN

Background: The SARS-CoV-2 pandemic had a strong impact on academic teaching and could change it sustainably. Ad hoc digitization of teaching had to be carried out. General practice teaching situation: Education in general practice at the Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU) offers, in addition to the main lecture, various elective courses, clinical traineeships, internship as well as the elective part in the final practical year. The main lecture and one clinical elective course were offered digitally in the summer term 2020. Digital methods: In the main lecture, an adapted inverted-classroom concept was used. Podcasts and audio annotated videos were provided. Teaching materials were reflected via a weekly, 1hr video consultation and in a forum. An asynchronous learning module was developed for the elective course "Smart Decision-making in Clinical Practice". Each module consisted of course preparation, podcasts and follow-ups as well as a supervised forum. Results: The main lecture (response rate n=115/170; 67.6%) was rated "very good" on average. The same applies to the commented videos. The forum, reflective video consultation and teaching materials were rated "good" on average. The predominantly desired forms of presence were "Focus on virtual with in-depth presence phases" (n=54) and "Focus on presence phases, virtual support only" (n=37). Discussion and implications: The digital restructuring enables students to work on the course contents independently. This requires self-regulation strategies, which in future shall be taught through portfolio work. The teaching focus shifts from a passive teaching format to an interactive one. First evaluation results showed a very good acceptance by the students.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Medicina General/educación , Humanos , Pandemias , Comunicación por Videocoferencia
20.
GMS J Med Educ ; 37(7): Doc100, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-33364379

RESUMEN

Introduction: Due to the circumstances of the Covid-19 pandemic, the teaching during the block internship at the Department for Otorhinolaryngology was switched to digital learning. Various online courses were created and the utilisation by the students was analyzed. Material & methods: Examination videos, surgical images and videos were created and live lectures were held. In addition, patient cases of common otorhinolaryngological diseases were reconstructed on an interactive platform. A total of 16 cases were offered in weekly rotation. These cases are provided with gap texts, open and selection questions, links and videos and thematically appropriate digression offers. The time-consuming creation was carried out as a HTML 5 learning package with the authoring program Exelearning 2.5. Each case was to be evaluated separately after being worked on by the students. Results: The direct feedback and the evaluation results of the students on the internship and case presentations were consistently positive. However, on average only 50.72% of the registered students took part in the weekly video meetings. In the course of the semester, the willingness to participate decreased. In addition, the willingness to evaluate the patient cases was low. Discussion: With the case presentation tool, concrete patient examples can be well presented, especially when patient contact is not possible (especially in an ENT clinic due to violation of distance and hygienic rules). Even though the evaluations were positive in terms of content, the frequency of utilisation and also the motivation for feedback seems disappointing. This seems to be associated above all with an increasing return to everyday life after the end of the lockdown.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Enfermedades Otorrinolaringológicas/fisiopatología , Evaluación Educacional , Humanos , Enfermedades Otorrinolaringológicas/diagnóstico , Enfermedades Otorrinolaringológicas/terapia , Pandemias
SELECCIÓN DE REFERENCIAS
DETALLE DE LA BÚSQUEDA
...