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Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Objective: To evaluate the experience with a new peer review method, "Select Crowd Review" (SCR): anonymized PDFs of manuscripts are accessible to a reviewer crowd via an online platform. It has access for 10 days to enter anonymized comments directly into the manuscript. A SCR-Editor summarizes the annotations, giving a recommendation. Both reviewed PDF and summary are sent back to authors. Upon submission, authors are given a choice to accept or decline SCR., Design: All manuscript submissions since introduction in July 2021 until July 2022 were analyzed regarding acceptance and quality. Manuscripts were sent to a crowd of 45 reviewers and regular double-blinded peer review at the same time. Efficiency and performance of the crowd's reviews were compared with those of regular review. For thoracic manuscripts, a crowd was not yet available., Results: SCR was accepted by the authors for 73/179 manuscripts (40.8%). After desk rejections, 51 cardiac manuscripts entered SCR. For five manuscripts, the crowd did not respond. In all remaining papers, the crowd's recommendation concurred with that of the normal reviewers. Regular peer review took up to 6 weeks. Twelve manuscripts underwent repeated SCR after revision. A median of 2 (0-9) crowd members sent in reviews. In revisions, average response was one reviewer responding., Conclusion: SCR encountered good acceptance by authors. As the first experience showed concordant recommendations compared with traditional review, we have extended SCR to thoracic manuscripts for more experience. SCR may become the sole review method for eligible manuscripts. Efficiency should be increased, especially for re-review of revisions., Competing Interests: J.B. and P.H. are employees of Thieme Medical Publishers and thus have an interest to have this alternative peer review method evaluated for further use. R.G. is the cardiac SCR Editor, and M.H. is the Editor-in-Chief of ThCVS. Both have no material or moral conflicts., (Thieme. All rights reserved.)

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Background: The COVID-19 pandemic has changed medical teaching worldwide. Digital teaching and examinations are successful for cognitive learning objectives, whereas practical skills had to be carried out predominantly in person under strict hygiene standards., Aim: This study presents the opportunities and challenges of using a presence objective structured clinical examination (OSCE) at a distance with digital support., Method: Following surgical practical teaching an OSCE was conducted in presence, where students demonstrated practical skills in one room while the examiners were connected via videoconference from another room. Students were surveyed about the OSCE and sustained learning via a standardized online questionnaire after completion of the surgical teaching. Additionally, examiners were surveyed on their experiences., Results: In the online survey 40 students participated (25% of n = 157 students contacted) and 36 completed questionnaires were analyzed. Overall, the implementation of an OSCE even under pandemic conditions was perceived as very positive by the students (92% of students n = 33). In particular, the acquisition of practical skills was rated as very high. For 78% (n = 28) of the students, the acquisition of competencies through the practical examination was particularly sustainable. The vast majority of students and examiners felt safe regarding infection control because of the hygiene concept (92%, n = 33). Overall, 80 students achieved grade 1 (51%), 71 students grade 2 (45.2%) and 6 students grade 3 (3.8%) (grade 1 = very good, grade 6 = very bad)., Conclusion: Practical examinations are essential for checking practical learning objectives and can be implemented at a distance with a well-developed hygiene concept and digital support., (© 2022. The Author(s).)

Background: Education of medical students in surgery not only consists of knowledge about diseases and their treatment but also of practical skills like i.e. suturing. In the clinical training of medical students, professional interaction and communication with patients is a key component. Due to the circumstances of distancing and reduced exposure to patients during the COVID-19 pandemic, clinical training of medical students has been challenging. To combat these restrictions, digital modern teaching concepts had to be implemented., Material and Methods: Surgical education of medical students was reorganised during the summer semester 2020 and winter semester 2020/2021 and the necessary adjustments, as well as their evaluation by students, were analysed. Results were compared to the pre-COVID evaluations of the summer semester 2019. Furthermore a survey of all university surgical departments in Germany (n = 39) was conducted to compare the different approaches to handling this very new situation., Results: All participating centres were performing surgical education with medical students during the COVID-19 pandemic. Overall, digital teaching methods were well accepted by students and teachers, even though short-term changes were necessary during the second wave of the pandemic. Both students and teachers missed the direct mutual interaction as well as with patients (summer semester 2020 36%, winter semester 2020/2021 40%). Modern and digital teaching concepts were assessed positively (summer semester 2020 45%, winter semester 2020/2021 40%) and long term implementation was desired by students and teachers (winter semester 2020/2021 60%)., Conclusion: Training of practical surgical skills, as well as communication skills, can only be taught in presence. Digital learning concepts can support, but not replace, surgical courses held in presence, including contact to patients and manual training. Blended learning concepts facilitate a leap towards modern teaching concepts and increase the quality of classes spent in presence., Competing Interests: Die Autorinnen/Autoren geben an, dass kein Interessenkonflikt besteht., (Thieme. All rights reserved.)

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Competing Interests: None declared.

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

Competing Interests: Disclosure The authors report no conflicts of interest in this work.

The "Masterplan Medizinstudium 2020" from the German Federal Government should not be underestimated as only one among many announcement. Thus, the Surgical Working Group on Medical Education (CAL) of the German Association of Surgeons (DGCH) comments on the intended measures of the "Masterplan Medizinstudium 2020" and discusses the challenges, consequences and duties arising from the "Masterplan Medizinstudium 2020" for the representatives of the surgical societies and those engaged in surgical undergraduate training., Competing Interests: Die Autoren geben an, dass kein Interessenkonflikt besteht., (Georg Thieme Verlag KG Stuttgart · New York.)

Competency-based medical education is needed in order to meet the requirements of medical care currently and in the future. The basis of this are activity-based learning objectives that are merged in competency-based catalogues. A basis for a core curriculum of undergraduate medical training is the National Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Already in 2013, for surgery, the competencies which medical students should have achieved after completing the practical year (PJ) in relation to surgical diseases were defined in the special part of the National Catalogue of Learning Objectives in Surgery (NKLC). In the now amended general part of the NKLC, interdisciplinary competencies were defined and consented from all surgical disciplines, that are relevant for all surgical disciplines and that all representatives from the different surgical disciplines should incorporate in their surgical training. The complete NKLC is now available for faculties, teachers and students for trial (available online: https://www.dgch.de/index.php?id=190&L=528). The guiding principle for the entire development process was to make sure that students gain all competencies they need when starting to work as a medical doctor and therefor to increase patient safety., Competing Interests: Die Autorinnen/Autoren geben an, dass kein Interessenkonflikt besteht., (Georg Thieme Verlag KG Stuttgart · New York.)

Competing Interests: Conflict of interest: P.G. Camici is consultant for Servier. R.S. Rosenson reports research grants to his institutions from Akcea, Amgen, Astra Zeneca, Medicines Company and Regeneron. R.S. Rosenson reports speaking engagements at Amgen and Kowa, research consulting for Akcea and Regeneron, royalties from UpToDate, Inc. and stock holdings in MediMergent. All other authors have nothing to disclose.