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More and more women are studying medicine these days. They often face a conflict between having children and pursuing a career. Thus, a challenging question arises for a new generation of young doctors: How can children and career be reconciled? Also, the right time to start a family plays an important role. At the University Witten/Herdecke, students with and without children were asked to what extent their time when they were students of medicine proved to be a convenient time to start a family.A questionnaire survey was carried out in which a total of 423 medical students took part. A further 12 medical students with children were also interviewed about their situation using a guided interview. Results were evaluated using a qualitative content analysis.Medical students with children saw that there were advantages in terms of family and career to starting a family during their studies, but noted the disadvantages in terms of studies and the financial situation. The majority of medical students without children were undecided about the ideal time to start a family, but only 18% considered the student years to be the ideal time for this. Among medical students with children, on the other hand, 50% considered the student years as the ideal time to start a family and only five percent perceived the time after their studies as ideal.In order to facilitate combining children and career across the entire career path as a medical doctor, political and university policy concepts should be developed that take into consideration financial relief and flexible study organization.Die Medizin wird immer weiblicher. Vor dem Hintergrund des häufig Frauen betreffenden Konflikts zwischen Kind und Karriere, stellt sich für eine neue Generation junger Ärztinnen und Ärzten die schwierige Frage nach der Vereinbarkeit. Dabei spielt auch der richtige Zeitpunkt der Familiengründung eine große Rolle. An der privaten Universität Witten/Herdecke wurden Studierende mit und ohne Kind dazu befragt, inwiefern sich das Medizinstudium als geeigneter Zeitpunkt erweist.Es wurde eine Fragebogenerhebung durchgeführt, an der insgesamt 423 Medizinstudierende teilnahmen. Weitere 12 Medizinstudierende mit Kind wurden zudem mittels leitfadengestütztem Interview zu ihrer Situation befragt und die Ergebnisse mittels qualitativer Inhaltsanalyse ausgewertet.Medizinstudierende mit Kind sehen die Vorteile der Familiengründung im Studium v. a. für Familie und Karriere, die Nachteile hingegen für das Studium an sich und die Finanzen. Die Medizinstudierenden ohne Kind sind mehrheitlich unentschlossen bezüglich des idealen Zeitpunktes der Familiengründung, das Studium sehen jedoch nur 18% als idealen Zeitpunkt an. Dem gegenüber stehen die Medizinstudierenden mit Kind, welche zu 50% das Studium als idealen Zeitpunkt für die Familiengründung sehen, den Zeitpunkt nach dem Studium hingegen nur zu 5%.Es sollten Konzepte auf politischer und hochschulpolitischer geschaffen werden, die es ermöglichen, über den gesamten Karriereweg als Mediziner/in Kind und Karriere zu vereinen. Diese Konzepte sollten finanzielle Entlastungsmöglichkeiten und eine flexible Studienorganisation berücksichtigen.

Medical training in Germany is in a state of flux. Medical education must be adapted to fit the changing health care needs of future societies. This study aims to gain the patients' perspective on the education of medical students to improve future curricula.Using a semi-structured interview guide, 17 interviews were conducted with patients undergoing inpatient (N=9) or outpatient (N=8) medical treatment. The interviews were subjected to computer-assisted analysis guided by Grounded Theory.480 codings were condensed into seven main categories: Science Fiction Medicine, Society and the Patient, Professional Environment and Health Care System, Medical Curriculum and Continuing Education, Value System and Motivation, Psychosocial Competence and Medical Professional Competence. The largest main categories are Psychosocial Competence (114 codings) and Professional Environment and Health Care System (105 codings).There is a need for psychosocial education in addition to medical knowledge. A future-focused curriculum should entail practice-oriented education to ensure the training of motivated physicians who possess strengthened digital skills and act on ethical principles and values. Assessment of the patients' perspective should play a crucial role in medical education research.

As part of a study on competence-based assessment, students of the University of Veterinary Medicine, Hannover (TiHo), were asked to fill in an online questionnaire regarding their exam preparation and common examination formats. The aim of this investigation was to attain the students' opinion on different exam formats as well as the intensity and method of their preparation in order to further improve and develop the assessment formats.Data was collected using an online questionnaire developed in LimeSurveyA total of 215 questionnaires were completed and entered the evaluation. It was shown that the duration of the exam preparation depended on the specific exam format. Students' preparation time for an oral exam was longer than for a written-electronic exam. In the students' view, the assessment contents of oral examinations appeared to be more "relevant for later professional life". Electronic exams, on the other hand, were perceived as being more "fair" and less stressful. 30.3 % of respondents indicated to be suffering from test anxiety.Based on these findings, new recommendations for the development of teaching/learning materials may be derived. The opinions of students collected in this investigation provide an up-to-date insight into their perception of examinations. These results may serve as a valuable contribution to the optimization of examination scenarios in veterinary education. In addition, such surveys contribute to university-wide quality management of the examination systems.Im Rahmen einer Studie zur Kompetenzorientierung in Prüfungen wurde an der Stiftung Tierärztliche Hochschule Hannover (TiHo) eine Befragung der Studierenden zur Prüfungsvorbereitung und zu den Prüfungsformaten vorgenommen. Das Ziel dieser Studie war die Bewertung der eingesetzten Prüfungsformate. Erfasst wurden auch die Intensität und Art der Vorbereitung auf die Prüfungen, um aus den gewonnenen Daten eine Weiterentwicklung von Prüfungsformaten umsetzen zu können.Die Datenerhebung erfolgte mithilfe eines mit LimeSurveyFür die Auswertung standen insgesamt 215 vollständig ausgefüllte Fragebögen zur Verfügung. Es zeigte sich, dass die Dauer der Prüfungsvorbereitung vom Prüfungsformat abhängt. So bereiten sich Studierende deutlich länger auf eine mündliche Prüfung vor als auf eine schriftlich-elektronische Prüfung. Die Prüfungsinhalte mündlicher Prüfungen erscheinen den Studierenden „berufsrelevant“, während elektronische Prüfungen als „gerechter“ und weniger belastend empfunden werden. 30,2 % der Befragten gaben an, unter Prüfungsangst zu leiden.Aus den Erkenntnissen können neue Handlungsempfehlungen zur Erstellung von Lehr-/Lernmaterialien abgeleitet werden. Das erhobene Meinungsbild der Studierenden bietet einen aktuellen Einblick in die Wahrnehmung von Prüfungen. Dies kann als wertvoller Beitrag zur Optimierung von Prüfungsszenarien in der tiermedizinischen Ausbildung dienen. Gleichzeitig stellen solche Umfragen einen Beitrag für das hochschulweite Qualitätsmanagement im Prüfungswesen dar.

The implementation of lecture recordings at the University of Veterinary Medicine Hannover, Foundation, was accompanied by the current study investigating students' and teachers' acceptance of and requirements for this teaching format.Data were collected using questionnaires and guideline-based focus group surveys with students and teachers at the University of Veterinary Medicine Hannover, Foundation.Despite skepticism, teachers at the University are prepared to have their lectures recorded and prefer the option to provide the students with a short version of their lectures. All interviewed focus groups identified similar requirements for lecture recordings, including updating and editing options. Students wish to expand the lecture recording offer in veterinary medicine, while the teachers expressed their desire for support measures, including instructions and training.The present study will contribute to the optimization of lecture recording for students and teachers of veterinary medicine. The lecture recording offer can be adapted to the indicated requirements. Teachers who were skeptical of lecture recording have already been convinced to record. The use of mobile technology enables the expansion of the lecture recording possibilities. With the continuation of digitization, teaching material and didactics in veterinary medicine can be further enriched.Diese Studie wurde im Rahmen der Einführung von Vorlesungsaufzeichnungen an der Stiftung Tierärztliche Hochschule Hannover (TiHo) durchgeführt, um die Akzeptanz und speziellen Anforderungen von Dozierenden und Studierenden an Vorlesungsaufzeichnungen zu erheben.Die Datenerhebung erfolgte mithilfe von Fragebögen und leitfadengestützten Fokusgruppenbefragungen mit Studierenden und Dozierenden der TiHo.Dozierende der TiHo sind trotz Skepsis bereit, ihre Vorlesungen aufzeichnen zu lassen und präferieren die Option, den Studierenden eine Kurzversion zur Verfügung zu stellen. Alle befragten Fokusgruppen nannten ähnliche Anforderungen an Vorlesungsaufzeichnungen, beispielsweise Möglichkeiten zur Aktualisierung und Bearbeitung. Studierende wünschen sich den Ausbau des Angebots an Vorlesungsaufzeichnungen in der Tiermedizin, während die Dozierenden den Wunsch nach Unterstützungsmaßnahmen wie Anleitungen und Schulungen äußerten.Die Studie wird zur Optimierung der Vorlesungsaufzeichnungen für Studierende und Dozierende der Tiermedizin beitragen und das Angebot an Vorlesungsaufzeichnungen lässt sich an die genannten Anforderungen anpassen. Erste zuvor skeptische eingestellte Dozierende konnten bereits gewonnen und überzeugt werden, Aufzeichnungen durchzuführen. Der Einsatz mobiler Technik ermöglicht den Ausbau des Angebots. Mit der Fortführung der Digitalisierung der Lehre kann die tiermedizinische Hochschuldidaktik weiter bereichert werden.

Large animal veterinary practice is more and more emphasizing herd-health-management. Processes to ensure and optimize economic viability of dairy farming are becoming more important in comparison to treatment of single ill animals. Amongst others, rectal palpation skills are crucial for proper fertility management, rapid and correct diagnosis of early pregnancies, and recognition of cycle or fertility problems. The aim of this study was first to objectively analyse the effectiveness of prevailing teaching methods for rectal palpation of the reproductive tract during the students' "agricultural internship." Simultaneously, the effectiveness of the use of two teaching simulators prior to the first hands-on experience with live animals was compared with proving just theoretical instruction. The results showed that students acted with more confidence when they were trained in groups of three to five. In particular, the subjective as well as the objective training success was greater for those students, who trained with a simulator (Haptic Cow®, Breed'n Betsy®) than for those who only had theoretical training. Furthermore simulator training resulted in a more realistic student assessment of performance, as well as in a better understanding of where reproductive structures were located (cervix, uterus) in live animals. No significant difference in effect of training was found between the different simulators used here. The results of this study suggest that it is in the interest, not only of students but also of the animals, that simulator training occurs before exercises are performed on living animals.

In the education of veterinary medicine undergraduate students are taught theoretical knowledge and practical clinical skills in order to become practically trained professionals. A possibility to teach practical skills is a center for clinical skills ("Clinical Skills Lab"). Students can train skills and gain experience through frequent repetitions of exercises. To respect animal welfare and introduce alternative methods to animal testing simulators and models are used in such a skills lab. In the current study the demands for a center for clinical skills and its equipment should be identified. The hypothesis should be proven, that students and teachers of veterinary medicine are highly motivated to enhance the education in practical skills. Focus group interviews were conducted with students, veterinarians (private practitioners), lecturers of veterinary medicine and experts for simulation of clinical skills. Needs and requirements of students participating in skills lab classes were identified.The interviews were conducted in individual or in group interviews. Many opinions, topics and needs were expressed, from which great benefit for the development of the skills lab can be drawn. The hypothesis that a skills lab is supported by all participants had to be rejected. Especially students were afraid of this new lab, because no former experience existed. In the interviews many needs and requirements were raised. However, they could easily be summarized to formulate an accurate list of requirements for the Clinical Skills Lab. A Skills Lab planned taking into consideration the results of this qualitative study will have a positive impact on veterinary medical education and teaching. According to empirical values of experts from other Skills Labs a widespread acceptance by the users can be expected on a long-term basis.