"Powerful placebo": A teaching and learning concept addressing placebo and nocebo effects in competency-based communication training.

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES GMS Journal for Medical Education Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI:10.3205/zma001693
Hanna Öhlmann, Adriane Icenhour, Sigrid Elsenbruch, Sven Benson
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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.

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"强力安慰剂":在以能力为基础的传播培训中解决安慰剂和安慰剂效应的教学理念。
目的:安慰剂效应和安慰剂效应是基于医生沟通方式形成的预期,会影响医疗效果。鉴于其对医患沟通的影响以及 NKLM 2.0 中列出的学习目标,我们在此提出一种新颖的教学理念,以传授有关安慰剂效应和免惊厥效应的能力型知识:方法:在 N=324 名第三学期医学生中试用了这一教学理念。它结合了一个自我指导的小组部分,以收集沟通策略并将其应用于视频录制的对话中,随后是一个基于课堂的环节,以反思和讨论视频,并学习基本的科学和理论知识。评估包括学生和讲师的书面反馈(结构/过程)和视频分析(学生的学习成果)。作为补充,还包括对课程的总体评价,因为学生没有对这种新的教学理念进行专门评价:结果:课程结构和过程都得到了积极评价。结果:学生对课程结构和过程给予了积极评价,对学生积极参与课题以及理论、科学和实践内容之间的平衡给予了肯定。对学习成功的分析表明,学生们能够有效地将所学到的有关安慰剂和免惊厥效应的知识运用到会话中:安慰剂/安慰剂这一主题与知识、转化方法和医疗实践的附加值有许多联系,非常适合用于传授沟通技巧。在此过程中,视频录像对话似乎是实现学习目标的有效工具。这种教学和学习策略为拓展沟通课程提供了可能性。
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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.
期刊最新文献
"Powerful placebo": A teaching and learning concept addressing placebo and nocebo effects in competency-based communication training. Attitudinal changes of undergraduate students learning online interprofessional education for patient safety: Comparative evaluation of an online program using the DID method. EYE-ECG: An RCT of the influence of student characteristics and expert eye-tracking videos with cued retrospective reporting on students' ECG interpretation skills. Formative key feature examinations as innovative teaching approach in dental education: A project report. Insights into the meaning of medical students' studies. An online survey at two medical faculties.
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