Hanna Öhlmann, Adriane Icenhour, Sigrid Elsenbruch, Sven Benson
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引用次数: 0
Abstract
Aim: Placebo and nocebo effects are based on expectations that are formed by how doctors communicate and can influence the efficacy of medical treatment. Given the implications for doctor-patient communication and the learning objectives listed in NKLM 2.0, we herein present a novel teaching and learning concept to impart competency-based knowledge about placebo and nocebo effects.
Method: The teaching and learning concept was piloted with N=324 third-semester medical students. It combines a self-guided, small-group component to gather communication strategies and apply them in a video-recorded conversation, followed by a classroom-based session to reflect on and discuss the videos and to learn basic scientific and theoretical knowledge. The evaluation involved written feedback from the students and lecturers (structure/process) and an analysis of the videos (students' learning success). To supplement this, the overall course evaluation was included since this new teaching concept was not specifically evaluated by the students.
Results: Course structure and process were rated positively. The active involvement of the students in the subject matter and the balance between theoretical, scientific and practical content was emphasized positively. Analysis of the learning success showed that the students were able to effectively transfer the knowledge gained about placebo and nocebo effects to conversational situations.
Conclusion: The topic of placebo/nocebo is optimally suited to teach communication skills with its many links to knowledge, translational approaches and added value for medical practice. When doing this, video-recorded conversations appear to be an effective tool to achieve learning objectives. This teaching and learning strategy offers possibilities for expanding communication curricula.
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.