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Copyright of Manuelle Medizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Physical examination is a core medical skill and central to the clinical education of students. Peer-to-peer examination (PPE) in small groups with partial undressing is a well established didactic method. However, studies from various fields suggest that PPE impairs learning with subsequent deficits in physical examination. In this study, students were asked about their perceptions of PPE and preferences for course development. Methods: This web-based cross-sectional study surveyed medical students who had completed the examination course 2-4 semesters ago. The questionnaire addressed students' sociodemographic characteristics, their experiences with PPE, and their preferences for improving the course format. A logistic regression model analyzed the relationship between students' willingness to participate in PPE and preferences for enhancing the learning format. Results: The response rate was 39.5% (n= 156); 73.4% were female. The majority agreed that PPE is an important experience for future physicians (96.5%, n= 138), PPE is an appropriate teaching method (89.5%, n= 128), and they felt increasingly comfortable during the course (75.2%, n= 107). However, 13.3% (n= 19) of students were unwilling to be examined, and 22.4% (n= 32)were unwilling to be examined on ≥ 1 body part. In addition, 31.5% (n= 45) reported ≥ 1 issue with learning using PPE, and 12.2% (n= 17) felt forced to participate. Students chose on average 5.8 of 14 (standard deviation 1.9) suggestions to adapt the course format. Students who were unwilling to participate in PPE of ≥ 1 body region (23.8%, n= 34) were significantly more likely to indicate course modifications: training first on dummies (35.3% vs. 12%, p= 0.005) or actors trained as standardized patients (23.5%vs. 5.6%, p= 0.005), room separation by curtains (54.8% vs. 17.9%, p< 0.001), and same-sex tutors (24.2% vs. 1.9%, p< 0.001). Conclusion: Most students rated PPE positively, but about 30% indicated that they were not satisfied with the format. Options to further develop the teaching format were particularly preferred by students who were more uncomfortable with peer-topeer physical examinations. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Pays Germanophones is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ethik in der Medizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hochschullehre is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Psychologia-Paedagogia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Conducting a ward round in a structured and goal-oriented manner is one of the central competencies of a physician's work. Despite its relevance, ward round competence was only addressed in an unstructured way in the Medical Curriculum Munich (MeCuM) prior to 2011. Therefore, the project's aim was to implement an evidence-based course on medical ward round competence. This project report provides a guideline fordevelopingsuch a trainingcourse. Project planningand development was guided by the steps of the "Kern cycle", beginning with needs assessment, learning objectives definition, and selection of appropriate teaching methods, and ending with implementation and evaluation. [ABSTRACT FROM AUTHOR]

Background: A practical education in surgery is difficult to conduct in a student-centered manner and is thus often inadequate. New teaching concepts are required to provide students with insights into surgery and make the field more appealing. Methods: As part of a two-week facultative event, medical students followed eight live surgical procedures from different disciplines from an auditorium. In the auditorium, the procedures were simultaneously moderated by an experienced surgeon. Before and after every procedure, questionnaires were used to analyze whether the teaching event was suited to improve an understanding and interest for the field of surgery. Results: A total of 709 completed questionnaires (pre and post) from 381 students were collected. The self-reported learning effect was evaluated as good or very good by students. In many of the presented disciplines, experiencing a live surgical procedure was associated with significant positive changes in attitude regarding each discipline in general, a potential clinical traineeship in the discipline and choosing the discipline as a later specialization. Conclusion: The high attendance as well as the evaluation results suggest a high acceptance for the teaching event. The teaching format is suited to improve the understanding of surgical procedures and had a positive effect on medical students' attitude towards surgical disciplines. [ABSTRACT FROM AUTHOR]

Copyright of Manuelle Medizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction and objectives: The Covid-19 pandemic has created major challenges for university teaching. At the beginning of the summer semester 2020, teaching at the Medical Faculty in Magdeburg was almost completely online. Also the course in macroscopic anatomy had to be replaced by virtual e-learning offers. Methods: Videos and photo presentations of the preparation steps and structures to be displayed were made available online. The reactions of the students showed very quickly that the three-dimensionality, the independent preparation and the haptics of the object to be studied make up a large part of this subject. Results and conclusions: Virtual e-learning offerings are a useful supplement to, but not a substitute for, active dissecting on body donors. By changing the course offerings in compliance with hygiene and distance rules, we were able to offer a classroom course again during the semester, which was expressly welcomed by the students. [ABSTRACT FROM AUTHOR]

Background/Objective: The changes to medical studies that became necessary as part of the Corona pandemic have also forced considerable adjustments in Neurology. Classroom teaching had to be converted almost entirely to digital formats within a short period of time. The present study provides an overview of the respective changes and associated complications as well as opportunities in teaching Neurology. Methodology: Lecturers in Neurology at all University hospitals in Germany were asked about their approach and the individual changes in their curriculum. Of a total of 39 locations, 23 answered the online questionnaire (see attachment 1). Results: While frontal teaching and lectures could be carried out digitally without any problems, difficulties arose especially in learning physical examination and bedside teaching. Most of the participants stated that they had not found satisfactory e-learning formats to replace teaching at the patients bed. Conclusion: The ad hoc changes in teaching Neurology resulted in significant additional effort for the part of lecturers, but were generally well accepted by students. The Corona pandemic thus ultimately offers an opportunity to enrich teaching in Neurology. [ABSTRACT FROM AUTHOR]

Objective: This paper seeks to assess how medical students can be trained in medical studies seminars to examine their own professional role as doctors. The LET ME ... keep you real! university seminar was developed and conducted at the Technical University of Munich. In this context, the following questions will be addressed: How can we assess the contribution of a university seminar to a medical student's own examination of being a doctor? And: What skills are developed in LET ME ... keep you real! that foster medical students' (self-)reflexion? Methods: The source data is statements made by medical students who took part in the LET ME ... keep your real! seminar from 2016- 2018. Student perspectives were analyzed after five focus group discussions with a total of 26 medical student participants and two individual interviews. Based on the interpretative paradigm and following the credo of a methodological exploration of medical students' lifeworld, their specific learning experience as well as their ability for (self-)reflexion were mapped out. Results: The research questions guiding the assessment of the seminar can be answered as follows: From the students' perspective, the self-)reflexion triggered and organized by LET ME ... keep you real! can be seen as rehearsing a meta-view. From the students' standpoint, five skills can be identified that make this behavior possible: 1. questioning and doubting, 2. recognizing relevant perspectives, 3. classifying viewpoints, 4. maintaining communal exchanges and 5. deciding on a (different) position. Situatively, these skills are often used in combination and challenge students on an intellectual, communicative and emotional level. Conclusion: The ability to (self-)reflect should be more strongly integrated in university medical training by providing appropriate support, especially since it presents students with specific challenges to (self-)reflexively approach their own future as doctors. The skills mapped out here can be used as orientation to develop seminars on professional (self-)reflexive identity development for medical students. [ABSTRACT FROM AUTHOR]

Copyright of HNO is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gefaesschirurgie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Forschungsdatenmanagement bedarf in den kommenden Jahren einer Vielzahl an qualifiziertem Personal, um Aufgaben in Instituten, Forschungsprojekten und im Rahmen der zu schaffenden Nationalen Forschungsdateninfrastruktur zu erfüllen. Im Hinblick auf fehlende Aus- und Fortbildungswege zum entsprechenden Kompetenzerwerb erscheint ein Fachkräftemangel kaum vermeidbar. Um Forschende und Infrastrukturpersonal schnell und umfassend für die Wissensvermittlung zu qualifizieren, wurde im Rahmen des Projekts FDMentor ein Train-the-Trainer Programm entwickelt. In the coming years research data management will require a large number of qualified staff to perform tasks in institutes, research projects and within the future national research data infrastructure. In terms of the lack of education and training paths to acquire the corresponding skills a shortage of skilled workers appears virtually unavoidable. A train-the-trainer programme was successfully developed as part of the FDMentor project to quickly and comprehensively qualify researchers and infrastructure personnel for knowledge transfer. [ABSTRACT FROM AUTHOR]

Objectives: Qualitative health research can contribute to knowledge building in public health and medicine, but there is a lack of research- oriented training of qualitative methods at universities with public health programs and in medical schools. The aim of this paper is to describe our experiences in conceptualising, implementing and evaluating an elective on qualitative methods in the Master of Public Health (MPH) programme at the Medical Faculty of the Ludwig-Maximilians-University (LMU) Munich. Methods: A new research-oriented elective (3 Credit Points) was developed and delivered to MPH and medical students in summer 2016. This elective consisted of three blocks that were complemented by two practice sessions. The students worked in small groups. These groups developed a research question and a qualitative study design addressing the thematic focus of vaccinations. Each student conducted two semi- structured interviews with a semi-structured interview grid. Students transcribed the interviews, analysed themaccording to content analysis and presented the results collaboratively. Results: In that semester, 16 students successfully completed the elective. Groups of two to three students worked on their respective research questions, presented, and reflected on their research results. The participants evaluated the module as very good, particularly with regard to the structure and consistency of the blocks. To facilitate indi- vidualised mentoring and guidance, a high student-lecturer ratio is required. Timeframe and workload should pay tribute to the module's credit points. Conclusions: We successfully implemented a research-oriented elective providing a first-hand experience with qualitative health research methods. Students were able to learn about the theory and practical application of qualitative research in the field of medicine and public health. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Podcasts are a very popular learning material among medical students. Currently only a few neurological podcasts exist, which do not include relevant neurological diseases or neuroanatomical contents. Objective: The primary objective of this project was to help medical students understand neurological topics and to integrate them into the educational program. Material and methods: The project started in 2014. The podcasts were written and produced by medical students. So far ten podcasts about neuroanatomy and clinical neurology have been created. The podcasts were published in summer 2015 at the University of Witten-Herdecke followed by an internal evaluation. In addition to questions about the listening experience and intelligibility, the students were asked to give an individual evaluation of the different topics and to express their opinion in a free text field. Results: A total of 100 medical students participated. They listened to the podcasts in particular to prepare themselves for medical examinations (47.4 %) and because of a special interest in neurology (26.3 %). The different podcasts were mainly evaluated as 'good' or 'very good'. Of the students 76.8 % wanted to listen to the podcasts again and 93 % planned to recommend the podcasts to friends. Only the length of some of the podcasts as well as technical faults were criticized and should be improved. Conclusion: The neurological podcasts of the University of Witten-Herdecke are a very successful and well-received project. The results of the survey will help to improve the next podcasts and integrate new topics. More than 15 new podcasts are being edited at the moment. The release date for the new podcasts will be in spring 2016. [ABSTRACT FROM AUTHOR]

Background: Current teaching methods in graduate and postgraduate training often include frontal presentations. Especially in ultrasound education not only knowledge but also sensomotory and visual skills need to be taught. This requires new learning methods. Aim: This study examined which types of teaching methods are preferred by participants in ultrasound training courses before, during and after the course by analyzing a blended learning concept. It also investigated how much time trainees are willing to spend on such activities. Material and methods: A survey was conducted at the end of a certified ultrasound training course. Participants were asked to complete a questionnaire based on a visual analogue scale (VAS) in which three categories were defined: category (1) vote for acceptance with a two thirds majority (VAS 67-100 %), category (2) simple acceptance (50-67 %) and category (3) rejection (< 50 %). Results: A total of 176 trainees participated in this survey. Participants preferred an e-learning program with interactive elements, short presentations (less than 20 min), incorporating interaction with the audience, hands-on sessions in small groups, an alternation between presentations and hands-on-sessions, live demonstrations and quizzes. For post-course learning, interactive and media-assisted approaches were preferred, such as e-learning, films of the presentations and the possibility to stay in contact with instructors in order to discuss the results. Participants also voted for maintaining a logbook for documentation of results. Conclusion: The results of this study indicate the need for interactive learning concepts and blended learning activities. Directors of ultrasound courses may consider these aspects and are encouraged to develop sustainable learning pathways. [ABSTRACT FROM AUTHOR]

[english] Introduction: “Standardised patients” are finding increased application within medical training and have become an indispensable component of communication training for medical students. In the Anglo-American world, “standardised patients” are also employed in the postgraduate curriculum for resident physicians. In the German-speaking realm, however, there are currently no publications indicating the use of “standardised parents” in the specialist field of paediatrics. The basic recurring question concerning the extent to which training with “standardised parents” can be considered adequately realistic - a question which has already been raised in connection with the use of “standardised patients” - is of particular relevance in the case of highly experienced clinical staff. The degree to which feedback from “standardised parents” proves helpful in everyday clinical life also remains to be ascertained. Methods: In the current project, a communication training course involving “standardised patients”, who simulated the parents and caregivers of ill children, was carried out with residents of Heidelberg University Clinic for Paediatric and Adolescent Medicine. 28 Accident and Emergency were trained in dealing with problems and difficult situations arising in communication with parents. Following the physician-parent dialogue, the respective physician received feedback from the actors, fellow medical peers and supervisors. The authenticity of the cases and their relevance in the context of a realistic training course for communication skills was assessed by means of a questionnaire for participants. Additionally, participants evaluated the quality of the feedback received following the physician-parent dialogue. Results: Physicians considered the training cases to be extremely authentic and of relevance regarding both the improvement of communication skills and confidence in dealing with the parents of ill children. Feedback from actors (Likert scale: M = 1.08; SD = 0.28), from supervisors (M = 1.25; SD = 0.68) and medical peers (M =1.29; SD = 0.55) received very high ratings. Discussion: In the project presented here, the application of “standardised parents” represents a valuable tool which can be considered a suitable and obligatory component within a structured communication training course for paediatric residents. Furthermore, the employment of “standardised parents” could prove of interest in the context of graduate medical education. [german] Einführung: "Standardisierte Patienten“ (SP) sind simulierte Patienten, die sorgfältig und gewissenhaft trainiert wurden, um ihre erlernte Erkrankung in einer standardisierten und gleich bleibenden Art und Weise für didaktische Lehrzwecke zu präsentieren. SP werden in der Medizinischen Ausbildung zunehmend eingesetzt und sind inzwischen ein unverzichtbarer Bestandteil eines Kommunikationstrainings von Medizinstudenten. Auch für die Ausbildungscurricula von Assistenzärzten auf dem Weg zum Facharzt werden im angloamerikanischen Raum inzwischen SP eingesetzt. In der Pädiatrie wird die Verwendung von Schauspielern zu Schulungszwecken bisher nur vereinzelt beschrieben. Die wiederkehrende Frage nach einer ausreichenden Realitätsnähe und nach dem Nutzen ihres Feedbacks, wie sie bereits hinsichtlich des Einsatzes von SP aufgeworfen wurde, bleibt auch bei Schulungen mit "standardisierten Eltern“, bei denen der Patient - das Kind - gar nicht oder nur teilweise anwesend ist, bestehen. Methode: In dem vorliegenden Projekt wurde für 28 Ärzte der Universitätsklinik für Kinder- und Jugendmedizin Heidelberg mit einer mittleren Berufserfahrung von 4,2 Jahren ein Kommunikationstraining mit "standardisierten Eltern“ durchgeführt. Dazu wurden 13 Schauspieler anhand ausführlicher Rollenskripte für den Einsatz als „standardisierte Eltern“ trainiert. Die Auswahl der Schauspieler erfolgte aus einem umfangreichen Pool an erfahrenen Schauspieler, die bereits Vorerfahrung im Einsatz als "standardisierte Patienten“ hatten. Berufserfahrene pädiatrische Dienstärzte wurden anhand neun klinischer Szenarien im Umgang mit Problemen und schwierigen Gesprächssituationen im Kontakt mit Eltern erkrankter Kinder geschult. Im Anschluss an das Arzt-Eltern-Gespräch erhielten die trainierten Ärzte ein Feedback von den Schauspielern selbst, den teilnehmenden ärztlichen Kollegen ("peers“) sowie den Supervisoren der Unterrichtsveranstaltungen. Mittels einer schriftlichen Evaluation der Teilnehmer wurde die Authentizität der "standardisierten Eltern“ sowie die Relevanz der Fälle für eine praxisnahe Schulung hinsichtlich kommunikativer Fähigkeiten erfasst. Darüber hinaus wurde eine Einschätzung der Teilnehmer hinsichtlich der Qualität der nach dem Arzt-Eltern-Gespräch erhaltenen Feedbacks eingeholt. Ergebnis: Die Fälle der Schulungen wurden von den Ärzten als äußerst authentisch und relevant hinsichtlich der Verbesserung der eigenen kommunikativen Fertigkeiten und der Sicherheit im Umgang mit Eltern erkrankter Kinder gewertet. Die Teilnehmer bewerteten (sechsstufige Likert Skala:1 = und 6 = ) das Feedback der Schauspieler (Mittelwert (M) = 1,08; Standardabweichung (SD) = 0,28), der Supervisoren (M = 1,25; SD = 0,68) und der „peers“ (M =1,29; SD = 0,55) als etwa gleich relevant und nützlich. Diskussion: "Standardisierte Eltern“ werden von angehenden Fachärzten der Pädiatrie als sehr authentisch eingeschätzt. Das Feedback der "standardisierten Eltern“ wird als sehr hochwertig angesehen. Die Grundlage für diese Einschätzungen bildet eine fundierte Vorbereitung und Konzeption der Schulungsfälle sowie ein umfassendes Training der "standardisierten Eltern“ hinsichtlich der Feedbackgabe. Ein weitreichender Einsatz von "standardisierten Eltern“ wäre auch für die Ausbildung von angehenden Ärzten im Fachbereich Pädiatrie wünschenswert.

Objective: Recently palliative care has become an integral and compulsory part of undergraduate medical training in Germany. From 2014 onwards every German medical faculty must have developed and implemented undergraduate teaching in this cross-disciplinary medical field and to conduct examinations. At Witten/Herdecke University (Germany) this new cross-sectional course in palliative care was taught for the first time in 2011. The film 'Keep on the open road' was incorporated and the use of this film as part of compulsory palliative care education was evaluated from the student perspective. Method: In two teaching units (1.5 h each) the film was watched with the students and discussed in the context of the palliative care setting with a special focus on psychosocial aspects. A semi-quantitative evaluation was performed after the debriefing. Results: A total of 23 students participated in the course, 87 % (n = 20) evaluated the use of the film as unrestricted useful and 14 indicated a benefit from the film in terms of their medical attitude. Most of the students (n = 19, 83%) did not consider bed-side teaching to be more useful than the film unit. The free text answers underlined that primarily the multidisciplinary aspects of a palliative treatment situation and the meaning of a social environment were highlighted by the film. Conclusions: According to the evaluation of the students and the judgement of the participating teachers the use of the film is a suitable method to clarify complex medical, social and psychological aspects in palliative care. Especially at faculties with much larger numbers of students the film unit is thought to be a helpful method to teach psychosocial aspects and to promote development of attitude in palliative care. In future semesters further experience with the unit and the use of films in palliative care teaching will be collected. [ABSTRACT FROM AUTHOR]

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Problem-based learning (PBL) emphasizes the student's individual needs, their ability to solve complex clinical problems, and a professional attitude that facilitates communication among colleagues. Thus, PBL appears to provide a perfectly suitable didactic format for postgraduate training of medical specialties. To date, it is only rarely used in this area though. In a pilot project, we implemented PBL into the curriculum of postgraduate training in psychiatry and psychotherapy, and evaluated the program over a period of 12 months, using structured questionnaires. A total of 41 PBL courses were held, with 447 residents participating. Participants as well as tutors assessed 19 of 21 aspects as good or very good (5-point Likert scale, mean value >4). Overall, PBL was rated as highly suitable for advanced training (participants: 4.5±0.8; tutors: 5.0±0.2). The results of this pilot project suggest that PBL might be a useful element of multifaceted advanced training programs, strengthening their practical component and the applicability of knowledge in the daily clinical routine. [ABSTRACT FROM AUTHOR]

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Copyright of Notfall & Rettungsmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)