GMS Journal for Medical Education最新文献

Background: Delphi surveys are becoming increasingly important in medical education research, particularly in the development of curricula, assessment instruments, and recommendations for action. However, due to the flexibility and low standardisation of the method, researchers are faced with the challenge of making numerous methodological decisions before and during a Delphi survey. To ensure a structured and targeted approach, careful planning is essential prior to conducting a Delphi study.

Planning delphi studies: This article describes how to plan Delphi surveys in the following five steps: 1. Suitability and feasibility of the method, 2. Research question and persons involved, 3. Planning of the survey process up to the first round, 4. Evaluation strategies and planning the follow-up rounds, 5. Presentation and dissemination of the results. Each step is structured on the basis of central questions. The most important aspects are summarised in a checklist.

Conclusion: This guide provides researchers with a comprehensive overview of the methodological possibilities and limitations of Delphi surveys, highlighting potential pitfalls. It supports strategic planning and helps researchers to make informed decisions. In the long run, the quality of Delphi studies in medical education research can thus be improved, enabling the method's potential to be realised more effectively.

The purpose of this How-to article is to provide physicians and other health professionals working in the field of medical education research with a basic understanding of the construction of tests or questionnaire measures. The construction of such measures is too complex to be described on a few pages. Therefore, this article can only enable readers to roughly evaluate such measures or to convey an idea of how these are generally constructed. The article outlines various phases of test or questionnaire construction. It begins with the content phase, in which a construct is defined, if possible, by drawing on theories and models. Here, items are written, a response format is selected, the instruction is formulated, and pilot tests are conducted. In the structural phase, the structure of the test or questionnaire is evaluated using suitable test statistical methods and statistical parameters. In the final phase (external phase), additional evidence for the validity of test or questionnaire results is sought. The validation of such measures is not the last step in the construction of tests or questionnaires as it is to be considered in all phases of test or questionnaire construction. The validation of test and questionnaire measures is theoretically and methodically demanding and should never be considered complete. Strictly speaking, it should not be said that a test or questionnaire is valid, because validity is not a property of such measures. It rather is statements and conclusions based on test or questionnaire results that can be valid.

One goal of medical education research is to optimally design teaching and learning processes so that students are supported in acquiring sustainable knowledge and competencies. To this end, education research systematically deals with the conditions and effects of teaching and learning. Therefore, it is situated in the field of teaching and learning research, which is clearly empirically oriented (and not pedagogically-humanistic). This article illuminates the role of empirically tested theories in medical education research using the example of cognitive load theory (CLT). For this purpose, some fundamental aspects of psychological research are discussed first. This is followed by a presentation of CLT, which is based on findings from memory psychology. Based on findings on the modality effect and the split-attention effect, it is illustrated how findings from tested theories can contribute to the development of teaching and learning methods and materials in practice and what limitations exist. Finally, some further developments of CLT and its relevance for medical professionals are presented.

Background: In addition to meeting legal requirements, education research studies in the health professions must also factor in aspects of ethical research. However, no specific guidance exists as of yet on how to implement these requirements and aspects in practice. Our aim was therefore to develop recommendations on how to apply aspects of ethical research when planning, conducting and publishing such studies.

Method: The recommendations were developed by the members of the DACH Association for Medical Education's Committee on Methodology in Educational Research in three steps: (1) identification of problematic areas in education research, (2) derivation of concrete measures and explanations, and (3) review of the recommendations by experts with different research perspectives.

Results: Two separate sets of recommendations were developed. One set contains actions to ensure data protection, free consent, no harm to and the autonomy of participants (six areas with a total of 29 measures); the other addresses the quality assurance of studies and publications (four areas with a total of 14 measures).

Discussion: The recommendations provide assistance when considering ethical aspects and applying them. However, they do not replace any existing rules or the individual reflections of the researchers. These recommendations should undergo continual development and be investigated in regard to their application and effect on decision-making processes in education research.

The article introduces the "research program subjective theories" (RPST), which was developed in the 1980s to systematically investigate individual thought processes. The focus lies on "subjective theories" - stable, structured systems of convictions that function in the same way as scientific theories, but are less formalized. Central to the RPST is the dialogical reconstruction of such theories through the exchange between researchers and interviewees, which leads to authentic insights and reflection of thought processes. The "structure-formation-technique" (SFT) method reconstructs and visualizes these processes. The RPST has evolved over the years and is now used in a variety of ways by research and education, and also expands the diversity of scientific approaches in medical education research. The article summarizes the scientific-theoretical fundamentals and research-methodological background of RPST and provides an overview that can be used as a basis for taking the first steps toward theory-based application of this approach.

Co-creation in health professions education (HPE) is gaining momentum as a vital approach to enhancing educational practices and outcomes. As the healthcare landscape evolves, the need for innovative educational models that actively involve learners and other stakeholders in educational design has become increasingly important. This innovative approach promotes learner engagement and ensures that educational programs are more aligned with the realities of contemporary healthcare delivery. Integrating diverse perspectives in co-creation initiatives aims to enrich the educational experience by harnessing the unique insights and experiences of all participants-learners, educators, and healthcare professionals. Though co-creation offers numerous benefits, its success depends on effective partnership dynamics. By considering the insights of participants, moderators, and organizers (also known as triangulation approach), we can identify facilitators, challenges, and opportunities for improvement. Triangulation refers to the process of using multiple sources or methods to gather data and insights. This comprehensive approach will help optimize co-creation initiatives and maximize their benefits for learners and educators alike. This commentary emphasizes the importance of integrating diverse perspectives to enhance our understanding of the co-creation process.

Introduction: Pain medicine is located in different sections of the medical curriculum. In the pandemic situation, an online teaching concept for Q14 which includes several disciplines had to be developed. The goal of the project was to create a fully digitized learning platform for the cross-sectional area Q14 that allows all participating disciplines to address the various learning goals without losing a practical component.

Project description: First, the students' expectations regarding education in the field of pain medicine were recorded by means of a survey among medical students. Based on this, a teaching module in a blended learning format was developed, which consisted of two parts. Within a digital learning platform, students were first required to complete consecutive learning units using an interactive learning management system. This was followed by a presence phase (online ZOOM seminar) in which, under the guidance of teaching staff, the therapy suggestions of the individual case studies from the previous learning program were reflected. In the second part, the acquired knowledge was applied to a simulated patient. An evaluation of the online module was carried out through free-text answers and self-assessment of the completion time. The ZOOM seminar was evaluated on the basis of an assessment by the teachers.

Results: The survey among students revealed a desire for practical training without "frontal teaching". The resulting project realized this aspect by teaching theory during an online module with case vignettes and interactive learning tasks. The subsequent online presence time during the ZOOM meeting enabled the students to repeat and deepen contents and to ask questions. 170 students completed the entire online program, of which evaluation data were available for 75 students. Self-assessment of completion time averaged at 4-6 hours. In the feedback, 90 aspects were addressed, including mainly comments on content (43%), praise (33%) and comments on technical problems (23%). According to the assessment of the presenters, the students were able to carry out the pain anamnesis survey in a structured manner. The submission of the therapy proposal, however, represents a particular hurdle.

Conclusion: With the presented blended learning concept it is possible to address the different learning goals and the interdisciplinarity of Q14 sufficiently. After further processing and improvement of the project, a controlled and more extensive collection of evaluation data is required to further investigate the benefit of the platform for the students regarding achievement of defined learning goals.

[This retracts the article DOI: 10.3205/zma001527.].

Background: Interprofessional healthcare requires interprofessional learning (IPL) starting during academic education. The aim of this study is to examine the implementation of IPL in the modules "Topical Workshop (TW) for Orthopaedic Rehabilitation" and "TW for Paediatrics and Child and Adolescent Psychosomatics" at the Universität zu Lübeck (UzL) from the perspective of students in occupational therapy, speech therapy, and physiotherapy.

Methods: This qualitative study was conducted in two phases. In phase 1, qualitative data was collected and analysed using Kuckartz's method of content-structuring qualitative content analysis. Building on this, two focus group interviews were conducted in phase 2 and analysed using the same method. The data was integrated using a triangulation approach. A final member reflection was carried out.

Results: The analysis of five interviews, five written pre-understandings, the central evaluation, and two focus group interviews shows: Joint learning of new content, understanding of profession-specific content, and the acquisition of interprofessional skills are at the core of IPL. In the modules, the various professions were involved to different extents, approaches to interprofessional collaboration (IPC) were demonstrated, and practical relevance was established. Facilitating factors such as practical content and group work were contrasted by challenges such as a lack of exchange and unsuitable tasks. The perceived learning gains resulted in wishes and ideas for shaping future TWs.

Conclusion: Both facilitating and inhibiting factors for IPL were identified. These lead to approaches for further developing the modules, which can be applied to similar academic contexts.

Background: Medical education traditionally involves directional flow of knowledge/skills/attitudes from a senior to junior individual. However, medical training also provides opportunities for expertise role-reversal, where the direction of flow is reversed. Unlike fields such as aviation, medicine has not yet begun to fully realise the educational potential of this approach.

Objective: To better understand how role-reversal is viewed by medical education participants, necessary for its use as a tool to advance both education and patient care.

Methods: A senior resident designed and led a feedback-writing workshop for her own consultants (conducted 2022). After the session, eight consultants were interviewed in a semi-structured format. Analysis was conducted using the Stenfors-Hayes phenomenographical approach.

Results: A multiplicity of experiential perspectives was identified by both consultants (teacher/participant/supporter/hierarchy member/colleague/holder of multiple perspectives) and trainee (presenter/subordinate/learner/researcher). The exercise increased appreciation and awareness of the complexity of the trainee-consultant educational-power relationship, though both parties maintained traditional hierarchy despite altered informational flow. Participants often held multiple articulated experiential perspectives simultaneously.

Conclusions: Consultants were able to assume a learning mindset while simultaneously maintaining awareness of their existing hierarchical relationship to the trainee-presenter; the trainee, conversely, struggled to adopt the teacher mindset. Deliberately viewing moments where trainees present new information to consultants as expertise role-reversal may provide a starting point for more equitable knowledge exchange between both parties in the clinical routine, and a foil for epistemic injustice. Increasing recognition and use of expertise role reversal can play a critical role in improving educational culture.