GMS Journal for Medical Education最新文献

Background: Digital technologies are increasingly integrated into medical education and healthcare services. Studies have demonstrated the efficacy of e-mental health approaches, offering cost-effective, user-friendly, anonymous, and geographically flexible support.

Objective: This study aims to investigate the needs and demands of medical students regarding the design of an e-mental health application within the context of medical education to foster stress management and personal skills.

Methods: A cross-sectional study was conducted from November 2022 to July 2023 at the University of Duisburg-Essen, Germany. N=229 students were incorporated in the final data evaluation. The survey comprised standardized and established self-generated inquiries. Needs and demands were analyzed descriptively. A cluster analysis was conducted to explore hypothetical subgroups. Differences and similarities of the clusters were compared.

Results: Most students expressed a preference for smartphone or tablet accessibility, with sessions lasting between 10 to 20 minutes during stressful situations and on an as-needed basis. Participants indicated a desire for information and practical exercises related to self- and time-management, self-esteem and confidence, coping with helplessness, learning methodologies, and self-care/resilience. Video, downloadable, and audio content along with access to expert guidance, were deemed valuable. K-medoids clustering revealed a low and high burden cluster.

Conclusions: By aligning with specific needs and demands of target populations, e-mental health apps with enhanced usability and a more user-focused approach can be developed to establish a blueprint for an e-mental health app tailored to their requirements.

Aim: As part of the Erasmus+ project "ELPIS", a compulsory elective course in palliative medicine on handling wishes to die and the desire for suicide was put into place and offered for the first time at the Clinic for Palliative Medicine at RWTH Aachen University in the 2023 summer semester, both as a classroom-based session and an online session. The aim of this project was to provide students with background knowledge, skills and the opportunity to stake out a position in the ongoing debate on assisted suicide.

Method: The course was initially offered to 15 students in a classroom-based format and entailed 120 minutes during which an introductory lecture and an interactive conversation with a simulated patient were held. A pseudonymized online evaluation took place. In addition to 4 items to collect demographic data, the focus was specifically on capturing personal attitudes toward and knowledge about assisted suicide (6 items). The survey also described the global outcome (4 items) and measured gain in learning on the levels of knowledge, skills and attitude (8 items).

Results: The evaluation showed that assisted suicide is viewed as a form of medical care, but suggests at the same time that there are knowledge deficits concerning end-of-life alternatives. The students' self-assessed level of preparedness increased as a result of the intervention, while their fear of being confronted with a wish for assisted suicide decreased. The opportunity to take up a dynamic stance using an athletic playing field as an aid was perceived as helpful. The specific outcome evaluation showed a gain in learning in all of the dimensions.

Conclusion: The participants displayed an open attitude toward assisted suicide as a form of medical care. At the same time, they felt unprepared and fearful of the responsibility that comes with receiving requests for assisted suicide. In order to gain a better understanding of the students' perspectives and fears, a comparative analysis of the digital course and semi-structured student interviews are currently underway.

Introduction: Postgraduate education programs for healthcare professionals have seen rising demand due to socio-demographic shifts, digitalisation, and evolving healthcare models. This trend underscores the need for providers to offer high-quality, innovative teaching and learning opportunities that align with participants' needs and interests. Understanding the motivations behind enrolment is essential for tailoring curricula and didactical methods effectively. This study explores key motivational factors influencing healthcare professionals' decisions to join postgraduate education programs. The findings aim to inform curriculum planning to ensure that programs better meet the specific needs and interests of their learners.

Methods: We conducted a qualitative study with N=23 semi-structured interviews with 13 students from the Master's program in Medical Education (MAS) and 10 with students from the Certificate of Advanced Studies in Palliative Care (CAS). The interviews were thematically analysed to identify common and differentiating motivational factors, with coding conducted independently by two researchers to enhance reliability.

Results: This study identified both general and program-specific motivational factors among MAS and CAS participants. MAS participants frequently mentioned career development, professional advancement, and empowerment as key motivations. CAS participants, on the other hand, placed greater emphasis on content-specific motivations. For both groups, local proximity and the education format played a crucial role in their decision to enrol in these programs. In addition, seven implications for program planning were identified to enhance the alignment of postgraduate education with participants' needs.

Discussion: With the method of qualitative analysis and the focus on post-graduate program-participants' needs and interests, new insights on motivation to attend postgraduate education were gained. The significance of these findings is supported by existing literature. Consequently, these results offer valuable implications for the planning and development of postgraduate education programs.

Objectives: Physicians often avoid discussing sexual and gender-related health with patients due to discomfort and fear of causing offense, leading to incomplete sexual histories and gaps in care, particularly affecting LGBTQI+ patients who face significant health disparities. This project aimed to address this gap by introducing an elective course titled "Sexuality and Society in the Medical Context" to provide German medical students with the skills and knowledge necessary for effective sexual health discussions.

Methods: The course utilized interactive teaching methods, including peer learning and role-playing. Topics covered ranged from sexually transmitted infections to gender diversity and LGBTQI+ health. Student feedback was collected through a structured evaluation to assess the course's impact and effectiveness.

Results: Student feedback was highly positive; with participants highlighting the course's engaging format and relevance to their medical education. The evaluation showed high satisfaction with the course's organization, content, and interactive elements.

Conclusion: Although the elective course was well received, its limited scope suggests the need to integrate similar training into the core medical curriculum. This integration is crucial for enabling future physicians to systematically address sexual health issues, overcome systematic biases, and foster a supportive environment for all patients.

Aim: 2021 saw the publication of the new version (2.0) of the "National Competency-based Catalogue of Learning Objectives (NKLM) in Undergraduate Medicine", which in future will be closely linked to the German medical licensing regulations (ÄApprO). Included in the updated catalogue are specifically defined competencies concerning practical clinical skills. We aimed to determine how residents perceive their competency level to perform selected practical clinical skills in the NKLM 2.0.

Method: In June 2022, all 593 medical residents registered at the competence centers for postgraduate training in primary care in North Rhine, Westphalia-Lippe and Schleswig-Holstein were invited to participate in an online survey. The participants were asked to retrospectively self-assess (1) their proficiency level (5-point Likert scale) at the beginning of their postgraduate training in regard to 36 practical clinical skills from the NKLM 2.0 and (2) where they had gained proficiency in those skills. Of the 164 participating residents, the main focus was on those who had been licensed for less than five years.

Results: The responses of 47 residents were analyzed. For 29 skills, at least 20% of the participants stated that these had not been proficiently mastered at the start of postgraduate training; e.g., examining the spine of an adult (19.6%) or the skin (37.0%). For 14 skills - such as examining female and male genitalia and those of newborns and infants - more than 50% of the participants indicated that they had not been able to perform these skills.

Conclusion: The results provide initial evidence that discrepancies may exist between the level of desired competency by the end of undergraduate medical education, as specified by the NKLM, and the level of proficiency actually achieved in terms of practical clinical skills. More teaching and feedback methods may need to be established to impart these skills during undergraduate medical education and to integrate these skills into complex clinical contexts.

Objective: Through the digital transformation the everyday working life of nursing staff and the demands made on them are steadily changing. To meet these demands, Bachelor students need to learn appropriate "digital" skills during their courses. This study aimed at developing a module that imparts these digital skills. It was not clear which concrete skills the students should acquire and which topics should therefore be dealt with in the module.

Methods: 24 semi-structured guide-based interviews with experts were carried out and analyzed with qualitative content analysis. The experts came from the field of science, technology manufacturing, practical applications/practitioners and pedagogics.

Results: We identified 4 different areas of skills: (1) organizing successful collaboration with patients, relatives and other professionals (doctors, therapists, IT); (2) supporting patients and relatives in the use of assistive technologies; (3) planning and implementing projects related to assistive technologies (4) managing lifelong learning in relation to assistive technologies. A reflective use of digital technologies in patient care and the education of patients and relatives were described as key qualifications.

Conclusions: On the basis of the different assessments of the experts, it was possible to identify and discuss a wide range of digital skills. This can be used to define learning objectives for appropriate modules or to evaluate existing ones. The study therefore contributes to evidence-based teaching.

Background: Simulation-based medical education is increasingly important in postgraduate training, yet the comparative merits of in-house vs. society-accredited courses are still not well understood. This study examined these two approaches in three emergency medicine domains - prehospital, pediatric, and adult - to identify their respective strengths and potential limitations.

Methods: In a retrospective analysis, 1,263 participants from 57 sessions (2019-2023) evaluated six emergency medicine courses (three society-accredited, three in-house). A 25-item Likert-scale survey assessed aspects of course content, delivery, organization, and overall recommendation, alongside demographic questions and free-text comments. Mann-Whitney U tests and Cliff's Delta were used for statistical comparisons.

Results: Society-accredited courses generally scored higher on guideline adherence, presenter competence, and practical relevance, whereas in-house formats excelled in areas like content scope and communication. Participant specialty, workplace, and training stage influenced ratings. Free-text feedback praised hands-on learning and small-group design but called for earlier material distribution, better logistics, and clearer guidelines.

Conclusions: Both in-house and society-accredited SBME courses exhibit distinct strengths. Adopting best practices from both models, may guide a hybrid approach that optimizes SBME outcomes. However, reliance on self-reported data and a lack of controls for instructor competence or teaching style limit generalizability. Future research should include a broader sample, more rigorous content analysis, longitudinal follow-up, and detailed participant experience data to enhance the depth and applicability of findings.

Introduction: Stays abroad in the form of study visits and clinical traineeships, for example, have been rare in dentistry degree programmes in Germany to date. The new ZApprO (date of issue: 8 July 2019) offers the opportunity to integrate stays abroad into the degree programme through the introduction of modules, ECTS points and clinical traineeships, among other things. The aim of this study was to analyse the student perspective on this topic.

Methodology: In the summer term of 2021, a voluntary and anonymous online survey was conducted among dental students at the University of Münster. In addition to demographic data, the questionnaire also included key questions on content.

Results: With a response rate of 55%, a total of 371 students took part in the survey. 96% of the study participants stated that they would like to gain experience abroad as part of their studies, almost half of them even in the case of missing or only partial recognition of academic achievements. This includes clinical traineeships (30%) and semester-long stays (32%) or both (28%). The loss of time in the progression of studies, financing as well as time-consuming planning and family obligations are the most frequently cited reasons against a stay abroad.

Conclusion: The survey shows a very high level of interest among dental students in university-supported stays abroad. This includes both shorter periods of time, such as clinical traineeships, as well as longer stays, e.g. as part of Erasmus collaboration programmes. Based on the results, university-supported stays abroad should be made possible.

Objective: Experiences of discrimination in the context of medical care are not uncommon and have a significant impact on the health of those affected. For this reason, an elective course (28 units) on "dealing with discrimination in medical communication" was introduced at University Hospital Jena for medical students in the clinical section, which aims to improve the communicative skills of future doctors with marginalized patients. The course was tested for the first time in the winter semester 2023/24. The evaluation was used to check whether the course is suitable for expanding knowledge and skills in dealing with discrimination, as assessed by the students themselves.

Methodology: The course includes discrimination-sensitive treatment of blind/visually impaired patients, trans*/non-binary patients, patients with right-wing extremist attitudes and/or conspiracy beliefs, people without health insurance, as well as racism- and trauma-sensitive treatment and the use of language mediation. The course also contained numerous elements for self-reflection and reflection on one's own professional attitude as a doctor. The self-assessment of knowledge and competence gains is based on an online survey at the beginning of the first course and at the end of the last session.

Results: The participating students (N=13) had hardly had any contact with the content of the seminar series through their medical studies, although they rated the relevance for their own practical work as high. The evaluation of the pre- and post-survey showed that completing the course led to significant increases in self-assessed knowledge for all course topics. There was an increase in self-assessed competence, particularly in relation to dealing with blind/visually impaired people, traumatized people and the use of interpreters. The ability to self-reflect and deal with one's own weaknesses, as well as the awareness of recognizing discrimination, was rated significantly higher also.

Conclusion: The newly designed elective subject could help to subjectively improve medical students' knowledge and skills in dealing with discrimination in medical communication. The findings thus provide a good basis for the development of further teaching concepts.