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"Do you smoke?" - content and linguistic analysis of students' substance histories in simulated patient interviews. "你吸烟吗?- 在模拟病人访谈中对学生的药物史进行内容和语言分析。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI: 10.3205/zma001698
Hilko Wittmann, Sarah Prediger, Sigrid Harendza

Background: The use of tobacco, alcohol and other drugs has considerable health consequences. Substance histories are often only incompletely taken in everyday clinical practice. When learning to take a medical history in medical school, one of the learning objectives is to inquire about consumption behavior. The aim of this exploratory study was therefore to examine the content and language of substance histories taken by medical students.

Methods: From a simulation training of a first working day in hospital, 91 video films of medical histories were available, which advanced medical students had conducted with six patients with different consumer behavior. These interviews were verbatim transcribed and analyzed using content-structuring qualitative content analysis according to Kuckartz. For all substances, the reasons for the questions and the depth of the respective substance use were categorized and errors in the questions were examined. In addition, a linguistic analysis of the verbal ways in which the substances were inquired about was carried out.

Results: The students most frequently asked about smoking (73.3%). In only 15.4% of the interviews were all substances asked about, in none were all substances asked about completely. A total of 112 protocol questions and 21 occasion-related questions were identified. Logical errors and double questions were found. Most of the questions were asked in a factual manner. However, questions in the categories "evasive" and "stigmatizing" were also found.

Conclusion: The content-related and linguistic deficits of medical students in the collection of substance histories identified in this study should be addressed in communication courses at an early stage of undergraduate medical studies.

背景:使用烟草、酒精和其他药物会对健康造成严重影响。在日常的临床实践中,往往只是不完整地采集物质史。在医学院校学习病史采集时,学习目标之一就是询问消费行为。因此,这项探索性研究的目的是检查医学生采集的药物史的内容和语言:方法:从医院第一个工作日的模拟训练中,获得了 91 个病史录像片段,这些录像片段是高年级医学生与六名具有不同消费行为的病人进行的谈话。根据库卡茨(Kuckartz)的方法,采用内容结构定性内容分析法对这些访谈进行逐字记录和分析。对于所有物质,对提问的原因和各自使用物质的深度进行了分类,并检查了问题中的错误。此外,还对询问物质的口头方式进行了语言分析:结果:学生们最常问及的是吸烟问题(73.3%)。只有 15.4%的访谈询问了所有物质,没有一个访谈完全询问了所有物质。共发现 112 个协议问题和 21 个与场合相关的问题。发现了逻辑错误和重复提问。大多数问题都是实事求是地提出的。但也发现了 "回避 "和 "污名化 "问题:结论:本研究发现医学生在收集病史时存在内容相关和语言方面的缺陷,应在医学本科学习的早期阶段在沟通课程中加以解决。
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引用次数: 0
EYE-ECG: An RCT of the influence of student characteristics and expert eye-tracking videos with cued retrospective reporting on students' ECG interpretation skills. EYE-ECG:一项关于学生特征和专家眼动跟踪视频对学生心电图解读技能影响的 RCT 研究。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI: 10.3205/zma001695
Aline D Scherff, Stefan Kääb, Martin R Fischer, Markus Berndt

Objectives: Teaching of ECG interpretation frequently relies on visual schemas. However, subsequent student ECG interpretation skills are often poor. Expertise research shows that expert looking patterns frequently deviate from the steps taught in schema learning. The present study made a cardiology expert's gaze interpreting ECGs visible - through eye-tracking videos with cued retrospective reporting (CRR) - and investigated the potential as an additional expert-driven route to improve medical students' ECG interpretation skills.

Methods: N=91 Medical students participated in the RCT of an ECG e-learning session aimed at medical students' ECG interpretation skills gain, either receiving the newly developed eye-tracking video with CRR audio commentary materials (n=47) or studying via four clinical cases only (n=44). Three outcome scores relating to different aspects of ECG interpretation skills were derived from pre-post MCQ ECG tests. The effect of the EYE-ECG training and additional characteristics (e.g., prior experience, interest) on student ECG interpretation skills were evaluated using t-tests and multivariate linear regression.

Results: A small, non-significant advantage of the EYE-ECG training signifying a tendency for greater knowledge gain was observed, compared to training as usual. In multivariate regression models, the predictive value of clinical case 1 was an unexpected finding warranting further exploration.

Conclusion: Additional gains after an only 9-minute intervention using videos of expert's real-time gaze pattern in combination with hearing their thought processes during ECG interpretation is a promising finding. Furthermore, a number of specific performance characteristics enabling students to best benefit from ECG training were identified and possible modifications to the learning intervention suggested.

目的:心电图判读教学经常依赖于视觉图式。然而,学生随后的心电图判读技能往往很差。专家研究表明,专家的注视模式经常偏离图式学习中教授的步骤。本研究通过眼动跟踪视频和提示性回顾性报告(CRR),使心脏病学专家解读心电图时的注视变得可见,并研究其作为专家驱动的额外途径来提高医学生心电图解读技能的潜力:方法:共有 91 名医学生参加了旨在提高医学生心电图解读技能的心电图电子学习课程的 RCT,他们可以选择接受新开发的带有 CRR 音频评论材料的眼动跟踪视频(47 人),或仅通过四个临床病例进行学习(44 人)。通过前后 MCQ 心电图测试得出了与心电图解读技能不同方面相关的三个结果分数。使用t检验和多元线性回归评估了EYE-ECG培训和其他特征(如先前经验、兴趣)对学生心电图解读技能的影响:结果:与常规培训相比,EYE-ECG 培训的优势很小,但并不显著,表明知识增长的趋势更大。在多变量回归模型中,临床病例 1 的预测价值出乎意料,值得进一步探讨:结论:使用专家实时凝视模式视频并结合聆听专家在心电图解读过程中的思维过程进行仅 9 分钟的干预后,就能获得额外的收益,这是一个很有前景的发现。此外,我们还发现了一些能让学生从心电图培训中获得最大收益的具体表现特征,并提出了对学习干预进行修改的建议。
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引用次数: 0
Attitudinal changes of undergraduate students learning online interprofessional education for patient safety: Comparative evaluation of an online program using the DID method. 本科生在线学习病人安全跨专业教育的态度转变:使用 DID 方法对在线课程进行比较评估。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI: 10.3205/zma001696
Shinjiro Nozaki, Takatoshi Makino, Bumsuk Lee, Hiroki Matsui, Ena Sato, Hiromitsu Shinozaki, Hideomi Watanabe

Objective: Interprofessional education (IPE) can cultivate competencies in multidisciplinary collaboration for patient safety, and both face-to-face and online IPE programs have recently been introduced. This study aimed to elucidate the effects of the online IPE program on undergraduate students after the coronavirus disease 2019 pandemic.

Methods: The difference-in-differences method was used to assess undergraduate students in the Schools of Medicine and Health Sciences and in the Faculty of Pharmacy at Takasaki University of Health and Welfare who participated in IPE programs at Gunma University (face-to-face IPE was implemented in 2019 and online IPE in 2020). We distributed a questionnaire that included modified versions of the Attitudes Toward Health Care Teams Scale (ATHCTS) and the Teamwork Attitudes Questionnaire (T-TAQ) to evaluate attitudes toward health-care teams and collaboration for patient safety, respectively, and then compared the differences.

Results: The mean score on the "team efficiency" subscale of the ATHCTS in the online IPE program was significantly lower than that in the face-to-face IPE program. Scores on the T-TAQ in two categories, "mutual support" and "communication", were significantly higher in the online IPE program, which suggests that it may have a similar effect on students learning collaborative practice for patient safety. However, due to technological difficulties, the online IPE program reduced the educational effects for "team efficiency". The improvements in "mutual support" and "communication" seen in the online IPE program, suggest its necessity for collaborative practice for patient safety.

Conclusion: These findings suggest that an online IPE program for patient safety may provide better education effects as a whole, but efforts are needed to minimize the associated technological difficulties.

目的:跨专业教育(IPE)可以培养多学科协作能力,从而保障患者安全,最近推出了面授和在线IPE项目。本研究旨在阐明 2019 年冠状病毒病大流行后在线 IPE 项目对本科生的影响:采用差异法对参加群马大学 IPE 项目(2019 年实施面对面 IPE,2020 年实施在线 IPE)的高崎保健福祉大学医学和保健科学学院以及药学院的本科生进行了评估。我们发放了一份调查问卷,其中包括对医疗团队态度量表(ATHCTS)和团队合作态度问卷(T-TAQ)的修订版,分别评估对医疗团队和患者安全合作的态度,然后比较差异:结果:在线 IPE 项目中 ATHCTS "团队效率 "分量表的平均得分明显低于面对面 IPE 项目。T-TAQ中 "相互支持 "和 "沟通 "两个分量表的得分在在线IPE课程中明显较高,这表明在线IPE课程可能对学生学习患者安全协作实践具有类似的效果。然而,由于技术上的困难,在线 IPE 课程降低了 "团队效率 "的教育效果。在线 IPE 课程在 "相互支持 "和 "沟通 "方面的改进表明,它对于促进患者安全的协作实践是必要的:这些研究结果表明,针对患者安全的在线 IPE 项目可以提供更好的整体教育效果,但需要努力将相关的技术困难降至最低。
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引用次数: 0
Recommendations for reviewing manuscripts of the article types "project report" and "how to" for the GMS Journal for Medical Education. 对《GMS医学教育杂志》"项目报告 "和 "如何做 "文章类型的审稿建议。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-16 eCollection Date: 2024-01-01 DOI: 10.3205/zma001691
Katrin Schüttpelz-Brauns, Angelika Homberg, Marianne Giesler, Achim Schneider, Pia Gadewoltz, Martin Boeker, Andreas Möltner, Jan Matthes

Objective: This position paper of the Committee on Methodology in Educational Research sets out the criteria for the acceptance, revision, or rejection of manuscripts of the article types project report and how to in the GMS Journal for Medical Education, as well as outlining the development of these criteria.

Methods: In a workshop with writers, reviewers, and editors, we formulated and discussed common core elements for articles. We did this by consulting the journal's editorial board on the basis of guidelines for authors and reviewers from other journals and by using examples of articles considered less or more successful. From this, we derived specific aspects to be addressed and rejection criteria for the respective article types.

Results: We have identified the target group, relevance, justification, and implication as the common core elements for both article types. We have also derived specific aspects to be addressed and rejection criteria from these core elements for each article type.

Conclusion: A manuscript lacking core elements will be rejected. If aspects are not described sufficiently or are not clearly comprehensible, the manuscript must be revised.

目的:教育研究方法委员会的这份立场文件规定了文章类型项目报告稿件的接受、修改或退稿标准,以及如何在《GMS医学教育杂志》上发表,并概述了这些标准的制定过程:在与作者、审稿人和编辑的研讨会上,我们制定并讨论了文章的共同核心要素。在此过程中,我们咨询了期刊编辑委员会,参考了其他期刊的作者和审稿人指南,并使用了被认为不太成功或比较成功的文章实例。由此,我们得出了相应文章类型需要解决的具体问题和拒绝标准:结果:我们确定目标群体、相关性、合理性和含义是两类文章的共同核心要素。结论:缺乏核心要素的稿件将被退稿:结论:缺乏核心要素的稿件将被退稿。结论:缺乏核心要素的稿件将被退稿,如果各方面描述不充分或不清晰易懂,稿件必须进行修改。
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引用次数: 0
Academic education of midwives in Germany (part 2): Opportunities and challenges for the further development of the profession of midwifery. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA). 德国助产士的学术教育(第二部分):助产士职业进一步发展的机遇与挑战。DACH 医学教育协会助产科学委员会(AHW)的立场文件。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.3205/zma001687
Sabine Striebich, Nicola H Bauer, Kirsten Dietze-Schwonberg, Melita Grieshop, Annette Kluge-Bischoff, Birgit-Christiane Zyriax, Claudia F Plappert

The objective of academic training is to prepare midwives as independent healthcare professionals to make a substantial contribution to the healthcare of women in their reproductive years as well as to the health of their children and families. This article therefore describes the professional and educational requirements derived from the legal midwifery competencies within the new midwifery act. Furthermore, it identifies the conditions that need to be established to enable midwives in Germany to practise to their full scope in compliance with statutory responsibilities. Educational science, academic efforts, policymaking and accompanying research should work in synergy. This in turn enables midwives to achieve the maximum scope of their skills, with the objective of promoting physiological pregnancies and births. Consequently, it can strengthen early parenthood in alignment with the national health objectives of "health around childbirth". The academisation of the midwifery profession presents a profound opportunity for professional development in Germany. It is essential that midwives receive training based on the principles of educational science and care structures that are yet to be developed. This can enable them to perform within the wide range of their professional tasks to the highest standards, thereby ensuring the optimal care of their clients. Moreover, there is a chance to implement sustainable improvements in healthcare provision for women and their families during the reproductive phase and the period of parenthood in Germany.

学术培训的目的是培养助产士成为独立的医疗保健专业人员,为育龄妇女的医疗保健及其子女和家人的健康做出重大贡献。因此,本文介绍了根据新助产法中的法定助产能力所制定的专业和教育要求。此外,文章还指出了德国助产士在履行法定职责时需要具备的条件。教育科学、学术工作、政策制定和相关研究应协同合作。这反过来又能使助产士最大限度地发挥其技能,达到促进生理妊娠和分娩的目的。因此,这可以加强早期生育,与 "围绕生育的健康 "的国家健康目标保持一致。助产士职业的学术化为德国助产士的职业发展提供了一个深远的机遇。助产士接受基于教育科学原则和护理结构的培训至关重要。这可以使她们在广泛的专业任务范围内以最高标准开展工作,从而确保为客户提供最佳护理。此外,在德国,妇女及其家庭在生育阶段和为人父母期间的医疗保健服务也有机会得到持续改善。
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引用次数: 0
Surgical experiences of final-year undergraduates and the impact on their career aspiration stratified by sex/gender. 按性别分列的本科毕业年级学生的外科手术经历及其对职业理想的影响。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.3205/zma001683
Angelika Homberg, Elisabeth Narciß, Udo Obertacke, Katrin Schüttpelz-Brauns

Objectives: Surgical undergraduate training takes place in a male-dominated work environment that struggles with recruitment problems. Experiences of cultural and sex/gender-specific barriers of women in surgery have been reported worldwide. Overall, the experiences that students have in coping with the emotional impact of surgery as a profession are thought to be crucial to their subsequent career choices. We investigated whether students' self-reported experiences differed by sex/gender in terms of frequency and content, and whether they were related to their career aspirations.

Methods: In Germany, the final year represents the last part of the undergraduate medical study program. At the Mannheim Medical Faculty, a 12-week surgical training is mandatory. After completing their surgical training, the students were asked about their experiences and their later career aspirations. These experiences were analysed using quantitative content analysis. The relationship between the quality of experience and career aspirations as well as sex/gender differences were statistically measured.

Results: In the 475 questionnaires analysed (response rate 52%), the number of positive and negative mentions does not differ by sex/gender. However, male students feel more actively involved and female students feel poorly briefed and think that supervisors are less interested in their training. A significant influence on career aspirations was found in the performance category for female and male students, and in the supervision category for female students.

Conclusion: The positive experiences that students gain while performing surgical activities have an impact on their subsequent career choices. In particular, a good settling-in period and encouragement to actively participate could help to attract more women to surgery.

目的:外科本科生的培训是在男性占主导地位的工作环境中进行的,因此很难解决招聘问题。世界各地都有关于女性在外科工作中遇到的文化和性别障碍的报道。总体而言,学生在应对外科这一职业所带来的情感影响方面的经历被认为对其日后的职业选择至关重要。我们调查了学生自我报告的经历在频率和内容方面是否存在性别差异,以及这些经历是否与他们的职业理想有关:在德国,最后一年是医学本科学习的最后阶段。在曼海姆医学院,为期 12 周的外科培训是必修课。在完成外科培训后,学生们被问及他们的经历和日后的职业理想。我们使用定量内容分析法对这些经历进行了分析。对经历质量与职业抱负之间的关系以及性别差异进行了统计:在分析的 475 份调查问卷中(回复率为 52%),正面和负面提及的数量没有性别差异。然而,男生认为自己更积极地参与其中,而女生则认为没有得到很好的情况介绍,并认为导师对他们的培训不太感兴趣。男女学生在表演类别中,女生在监督类别中,都发现了对职业抱负的重要影响:结论:学生在从事外科手术活动时获得的积极体验会对他们以后的职业选择产生影响。特别是,良好的适应期和鼓励积极参与有助于吸引更多女性从事外科工作。
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引用次数: 0
Communication skills of medical students: Evaluation of a new communication curriculum at the University of Augsburg. 医科学生的交流技能:奥格斯堡大学新交流课程评估。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.3205/zma001681
Giulia Zerbini, Philipp Reicherts, Miriam Reicherts, Nina Roob, Pia Schneider, Andrea Dankert, Sophie-Kathrin Greiner, Martina Kadmon, Veronika Lechner, Marco Roos, Mareike Schimmel, Wolfgang Strube, Selin Temizel, Luise Uhrmacher, Miriam Kunz

Objectives: Teaching communication skills plays a pivotal role in medical curricula. The aim of this article is to describe and evaluate a new communication curriculum developed at the Faculty of Medicine, University of Augsburg (KomCuA), which was conceptualized by an interdisciplinary team based on recommended quality standards (i.e., helical, integrated, longitudinal).

Methods: A total of 150 medical students enrolled in the 1st, 3rd, and ≥5th semester participated in the study. They completed an online survey (numerical rating scales and validated questionnaires) evaluating their current communication skills, how these developed across the curriculum in terms of quality and self-confidence, and how helpful they considered practicing in small group tutorials with simulated patients. The students' attitudes towards communication and empathy in the context of medical care were additionally assessed. The students' responses were compared across semesters using one-way univariate analysis of variance (ANOVA).

Results: Overall, students reported improved communications skills due to attending the KomCuA and further considered practicing with simulated patients as being very helpful (large effect sizes). Compared to 1st semester students, 3rd and ≥5th semester students reported better communication skills (medium to large effect sizes). Additionally, ≥5th semester students showed stronger agreement towards the relevance of empathy in the context of medical care (medium effect size) compared to both 1st and 3rd semester students.

Conclusion: The KomCuA has shown to be an effective communication curriculum to support medical students in the development of their communication skills and positive attitudes towards empathy. Additional studies assessing students' communication skills and empathic attitudes longitudinally are warranted to confirm the present results and to gain further knowledge on how these essential skills and attitudes develop across medical curricula.

目的:传授沟通技巧在医学课程中起着举足轻重的作用。本文旨在描述和评估奥格斯堡大学医学院(KomCuA)开发的新沟通课程,该课程由一个跨学科团队根据推荐的质量标准(即螺旋式、综合式、纵向式)构思而成:共有 150 名就读于第一、第三和≥第五学期的医学生参与了研究。他们完成了一项在线调查(数字评分量表和有效问卷),评估了他们目前的沟通技能、这些技能在整个课程中的质量和自信心发展情况,以及他们认为在模拟病人的小组辅导中练习沟通技能的帮助有多大。此外,还评估了学生在医疗护理中对沟通和移情的态度。采用单因素方差分析(ANOVA)对学生的回答进行了跨学期比较:总体而言,学生们表示参加 KomCuA 后提高了沟通技巧,并进一步认为与模拟病人的练习非常有帮助(效应量大)。与第一学期的学生相比,第三学期和≥5学期的学生表示沟通技巧得到了提高(中至大效应量)。此外,与第一学期和第三学期的学生相比,≥5 学期的学生更认同移情在医疗护理中的相关性(中等效应大小):KomCuA 是一种有效的沟通课程,可帮助医学生发展沟通技能和对移情的积极态度。有必要对学生的沟通技能和移情态度进行更多的纵向评估研究,以确认目前的结果,并进一步了解这些基本技能和态度在不同医学课程中是如何发展的。
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引用次数: 0
Status quo of interprofessional education for midwifery and medical students in Germany, Austria, and Switzerland. 德国、奥地利和瑞士的助产士和医科学生跨专业教育现状。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.3205/zma001686
Merle Linnea Juschka, Caroline Johanna Agricola, Felix Alexander Neumann, Sonja Mohr, Birgit-Christiane Zyriax

Objectives: The care of women and their families around childbirth requires effective interprofessional collaboration of the midwifery and medical profession. Given the academisation of midwifery, early interaction between students of midwifery and medicine is both necessary and feasible. As there is a lack of comprehensive data on interprofessional education (IPE) for midwifery and medical students at higher education institutions in Germany, Austria, and Switzerland (DACH region), the aim was to identify existing IPE activities, and their curricular determination.

Methods: The exploratory study was conducted in the DACH region over three months (Dec. 2022-Feb. 2023). Higher education institutions offering midwifery science and/or medicine were invited to participate in a web-based survey. The questionnaire focused on the structure and curricular implementation of IPE courses, on cooperation, financial support and more.

Results: A total of 58 out of 96 invited institutions (60%) participated in the survey, of which 34 (59%) offered IPE. Eighteen institutions (19%) offered 32 IPE courses for midwifery and medical students through cooperation within faculty (n=8) and between faculties (n=10). Notably, most of these IPE courses (60%) were integrated into the required curriculum of both study programmes. Most IPE courses were offered without financial support (71%).

Conclusion: The current status quo highlighted the existence of numerous IPE offers for midwifery and medical students in the DACH region that warrant further curricular integration of proven and well-established best practice examples to further enhance these initiatives.

目标:围绕分娩为妇女及其家人提供护理需要助产士和医学专业的有效跨专业合作。鉴于助产专业的学院化,助产专业学生和医学专业学生之间的早期互动既必要又可行。由于德国、奥地利和瑞士(DACH 地区)的高等教育机构缺乏有关助产士和医科学生跨专业教育(IPE)的全面数据,因此本研究旨在确定现有的 IPE 活动及其课程设置:这项探索性研究在 DACH 地区进行,历时三个月(2022 年 12 月至 2023 年 2 月)。提供助产科学和/或医学课程的高等教育机构受邀参与了一项网络调查。问卷主要涉及 IPE 课程的结构和课程实施、合作、财政支持等方面:在 96 所受邀院校中,共有 58 所院校(60%)参与了调查,其中 34 所院校(59%)开设了 IPE 课程。18所院校(19%)通过院系内部(8所)和院系之间(10所)的合作,为助产士和医科学生开设了32门IPE课程。值得注意的是,这些 IPE 课程中的大部分(60%)都被纳入了这两个专业的必修课程。大多数 IPE 课程都是在没有财政支持的情况下开设的(71%):目前的现状突出表明,在 DACH 地区为助产士和医科学生提供了大量的 IPE 课程,需要进一步将经过验证和完善的最佳实践范例纳入课程,以进一步加强这些举措。
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引用次数: 0
Academic education of midwives in Germany (part 1): Requirements for bachelor of science programmes in midwifery education. Position paper of the Midwifery Science Committee (AHW) in the DACH Association for Medical Education (GMA). 德国助产士的学术教育(第一部分):助产士教育理科学士课程的要求。DACH 医学教育协会助产科学委员会(AHW)的立场文件。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.3205/zma001688
Claudia F Plappert, Nicola H Bauer, Kirsten Dietze-Schwonberg, Melita Grieshop, Annette Kluge-Bischoff, Birgit-Christiane Zyriax, Sabine Striebich

The current situation in Germany is characterised by significant differences between the two types of higher education institutions offering bachelor's degree programmes in midwifery at both universities of applied sciences and universities. These differences are noticeable in admission procedures, resource allocation, content focus and competence assessment at the respective institutions, which in turn result in heterogeneous study experiences. This article highlights the challenges currently facing bachelor degree programmes and the academic qualification of midwives, and identifies future requirements for the development of degree programmes in theory and practice as well as theory-practice transfer, and assessment formats. Furthermore, this article covers the content-related and structural-organisational requirements to develop in-depth academic skills grounded in theory teaching, the facilitation of clinical placements at an academic level, the training of qualified practical instructors and the development of applicable competence-based assessment formats, especially for the state exam. The development of a standardised, high-quality academic education for midwives in Germany requires networking of the different academic sites/locations to exchange experiences in teaching/learning and assessment formats. Furthermore, it can facilitate the development of a standardised competence-oriented model and core curriculum as well as the definition of quality criteria and standards for study programmes of midwifery science. The Midwifery Science Committee (AHW) in the DACH Assoviation for Medical Education (GMA) offers an optimal platform for cooperation between the different universities. The existing challenges for the further professional development of midwives can only be overcome by collaboration and pooled expertise.

德国目前的情况是,在应用科学大学和大学中开设助产学士学位课程的两类高等教育机构之间存在显著差异。这些差异体现在各院校的招生程序、资源分配、教学内容重点和能力评估等方面,进而导致了不同的学习经历。本文强调了助产士学士学位课程和学历资格目前面临的挑战,并明确了未来在理论和实践以及理论-实践转换和评估形式方面对学位课程发展的要求。此外,这篇文章还涵盖了与内容相关的和结构-组织方面的要求,以培养以理论教学为基础的深层次学术技能,促进学术层面的临床实习,培训合格的实践指导教师,以及开发适用的以能力为基础的评估形式,尤其是针对国家考试的评估形式。要在德国发展标准化、高质量的助产士学术教育,就需要将不同的教学点/地点联网,以交流教/学和评估形式方面的经验。此外,这还有助于制定以能力为导向的标准化模式和核心课程,以及确定助产科学研究课程的质量标准和规范。DACH 医疗教育联盟(GMA)的助产科学委员会(AHW)为不同大学之间的合作提供了一个最佳平台。只有通过合作和汇集专业知识,才能克服助产士进一步专业发展所面临的现有挑战。
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引用次数: 0
Good ideas for teaching: Design and implementation of the communication workshop "me as team member" for third-year medical students. 教学好点子:为三年级医学生设计并实施 "我是团队成员 "交流工作坊。
IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-06-17 eCollection Date: 2024-01-01 DOI: 10.3205/zma001680
Annemarie Minow, Katharina Gandras, Josefin Wagner, Jürgen Westermann

What is the context informing the project?: Effective communication within a medical team is crucial not only because it results in higher job satisfaction and better joint decision-making among team members, but also because, ultimately, it makes for high-quality, patient-centered care. Since the transition to the clinical phase of study poses a challenge for many medical students, the University of Lübeck introduced "Ich im Team" (me as team member), a German-language communication workshop for third-year medical students, in the 2020/21 winter semester.

Why was the project started?: The workshop forms a basis for future collaboration and is meant to strengthen the interpersonal skills needed for working in teams, communicating with patients, and supporting a no-blame culture.

How is the project carried out?: This workshop, which incorporates elements of improvisational theater and coaching, was offered for the first time in 2020/21. Due to the positive evaluations, it has been a required component of the curriculum since the 2021/22 winter semester.

How is the project evaluated?: The students have accepted the workshop very well, which is reflected in the excellent evaluations of it. Furthermore, a research study carried out during the first two times the workshop was conducted showed, among other things, directly positive effects on the ability to work in interprofessional teams and handle mistakes.

Final overall assessment and outlook: The workshop offers students a solid point of entry into the clinical setting and an awareness of their own role on a given team. Covering the content in more depth and the possible inclusion of other study programs are being discussed.

项目的背景是什么?医疗团队内部的有效沟通至关重要,这不仅因为它能提高工作满意度,改善团队成员之间的共同决策,还因为它最终能提供高质量的、以患者为中心的医疗服务。由于过渡到临床学习阶段对许多医科学生来说是一个挑战,吕贝克大学在 2020/21 年冬季学期为三年级医科学生开设了德语交流讲习班 "Ich im Team"(我是团队成员):该讲习班为今后的合作奠定了基础,旨在加强团队合作、与患者沟通以及支持无责备文化所需的人际交往技能。项目如何评估?学生们对工作坊的接受度非常高,这一点从他们对工作坊的出色评价中可见一斑。此外,在前两次讲习班期间开展的一项研究显示,除其他外,讲习班对跨专业团队工作和处理错误的能力产生了直接的积极影响:讲习班为学生提供了一个进入临床环境的坚实切入点,使他们认识到自己在特定团队中的角色。目前正在讨论更深入地涵盖这些内容以及纳入其他学习计划的可能性。
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引用次数: 0
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GMS Journal for Medical Education
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