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Kodikara K, Seneviratne T, Premaratna R. Pre-clerkship procedural training in venipuncture: a prospective cohort study on skills acquisition and durability. BMC MEDICAL EDUCATION 2023; 23:729. [PMID: 37803328 PMCID: PMC10559527 DOI: 10.1186/s12909-023-04722-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 09/25/2023] [Indexed: 10/08/2023]
Abstract
BACKGROUND The effectiveness of simulation-based training for skill acquisition is widely recognized. However, the impact of simulation-based procedural training (SBPT) on pre-clerkship medical students and the retention of procedural skills learned through this modality are rarely investigated. METHODS A prospective cohort study was conducted among pre-clerkship medical students. Learners underwent SBPT in venipuncture in the skills laboratory. Assessments were conducted at two main points: 1) immediate assessment following the training and 2) delayed assessment one year after training. Learner self-assessments, independent assessor assessments for procedural competency, and communication skills assessments were conducted in both instances. The students were assessed for their competency in performing venipuncture by an independent assessor immediately following the training in the simulated setting and one-year post-training in the clinical setting, using the Integrated Procedural Protocol Instrument (IPPI). The student's communication skills were assessed by standardized patients (SP) and actual patients in the simulated and clinical settings, respectively, using the Communication Assessment Tool (CAT). RESULTS Fifty-five pre-clerkship medical students were recruited for the study. A significant increase was observed in self-confidence [mean: 2.89 SD (Standard Deviation) (0.69)] and self-perceived competency [mean: 2.42 SD (0.57)] in performing venipuncture, which further improved at the delayed assessment conducted in the clinical setting (p < 0.001). Similarly, the IPPI ratings showed an improvement [immediate assessment: mean: 2.25 SD (1.62); delayed assessment: mean: 2.78 SD (0.53); p < 0.01] in venipuncture skills when assessed by an independent assessor blinded to the study design. A significant difference (p < 0.01) was also observed in doctor-patient communication when evaluated by SPs [mean: 2.49 SD (0.57)] and patients [mean: 3.76 SD (0.74)]. CONCLUSION Simulation-based venipuncture training enabled students to perform the procedure with confidence and technical accuracy. Improved rating scores received at a one-year interval denote the impact of clinical training on skills acquisition. The durability of skills learned via SBPT needs to be further investigated.
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Affiliation(s)
- Kaumudee Kodikara
- Department of Medical Education, Faculty of Medicine, University of Kelaniya, Ragama, Sri Lanka.
| | - Thilanka Seneviratne
- Department of Pharmacology, Faculty of Medicine, University of Peradeniya, Peradeniya, Sri Lanka
| | - Ranjan Premaratna
- Department of Medicine, Faculty of Medicine, University of Kelaniya, Ragama, Sri Lanka
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Giske S, Kvangarsnes M, Landstad BJ, Hole T, Dahl BM. Medical students' learning experience and participation in communities of practice at municipal emergency care units in the primary health care system: a qualitative study. BMC MEDICAL EDUCATION 2022; 22:427. [PMID: 35655298 PMCID: PMC9164765 DOI: 10.1186/s12909-022-03492-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2021] [Accepted: 05/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Medical education has been criticised for not adapting to changes in society, health care and technology. Internationally, it is necessary to strengthen primary health care services to accommodate the growing number of patients. In Norway, emergency care patients are increasingly treated in municipal emergency care units in the primary health care system. This study explores medical students' learning experience and how they participated in communities of practice at two municipal emergency care units in the primary health care system. METHODS In this qualitative study, we collected data from March to May 2019 using semi-structured individual interviews and systematic observations of six ninth-semester medical students undergoing two-week clerkships at municipal emergency care units. The interview transcripts were thematically analysed with a social constructivist approach. A total of 102 systematic observations were used to triangulate the findings from the thematic analysis. RESULTS Three themes illuminated what the medical students learned and how they participated in communities of practice: (i) They took responsibility for emergency care patients while participating in the physicians' community of practice and thus received intensive training in the role of a physician. (ii) They learned the physician's role in interprofessional collaboration. Collaborating with nursing students and nurses led to training in clinical procedures and insight into the nurses' role, work tasks, and community of practice. (iii) They gained in-depth knowledge through shared reflections when time was allocated for that purpose. Ethical and medical topics were elucidated from an interprofessional perspective when nursing students, nurses, and physicians participated. CONCLUSIONS Our findings suggest that this was a form of clerkship in which medical students learned the physician's role by taking responsibility for emergency care patients and participating in multiple work tasks and clinical procedures associated with physicians' and nurses' communities of practice. Participating in an interprofessional community of practice for professional reflections contributed to in-depth knowledge of ethical and medical topics from the medical and nursing perspectives.
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Affiliation(s)
- Solveig Giske
- Department of Health Sciences in Ålesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway.
| | - Marit Kvangarsnes
- Department of Health Sciences in Ålesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway
| | - Bodil J Landstad
- Department of Health Sciences, Mid Sweden University, Östersund, Sweden
| | - Torstein Hole
- Medical Department, Ålesund Hospital, Møre and Romsdal Hospital Trust, Ålesund, Norway
| | - Berit Misund Dahl
- Department of Health Sciences in Ålesund, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Ålesund, Norway
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Wolf R, Geuthel N, Gnatzy F, Rotzoll D. Undergraduate ultrasound education at German-speaking medical faculties: a survey. GMS JOURNAL FOR MEDICAL EDUCATION 2019; 36:Doc34. [PMID: 31544134 PMCID: PMC6737263 DOI: 10.3205/zma001242] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/08/2018] [Revised: 03/24/2019] [Accepted: 04/15/2019] [Indexed: 05/21/2023]
Abstract
Background: The purpose of this study was twofold: to assess the status of undergraduate medical ultrasound (US) education in the German-speaking area and to suggest a possible framework for a longitudinal undergraduate medical US curriculum based on the study results and a literature review. Methods: The survey included 44 medical faculties in the German-speaking area: 37 in Germany, four in Austria and three in German-speaking Switzerland. A standardized questionnaire focused on the following aspects of undergraduate medical US education: general information, organization, resources, assessment methods and evaluation. Results: Data from 28 medical faculties were analysed. 26 out of 28 medical faculties offered US courses, 21 offered compulsory as well as elective courses, four offered compulsory and one elective courses only. 27 medical faculties supported US skills implementation. Abdominal US (n=25) was most common in teaching basic US skills. A learning objective catalogue was provided at 15 medical faculties. At 22 medical faculties, medical specialists were involved in undergraduate medical US education. 24 out of 26 medical faculties thought that peer-teaching is important to convey US skills. Medical faculties used the following methods to assess US skills: objective structured clinical examination (OSCE, n=7), non-standardized practical exams (n=4), non-standardized combined oral-practical exams (n=2) or direct observation of procedural skills (DOPS, n=1). 25 out of 26 medical faculties evaluated their US courses and 19 made suggestions for improvements in undergraduate medical US education. Conclusion: Medical faculty members in the German-speaking area have recognized the relevance of undergraduate medical US education. So far, courses are offered heterogeneously with rather short hands-on scanning time and high student-instructor ratio. Based on the results of this study and a literature review we suggest a possible framework and milestones on the way to a longitudinal undergraduate medical US curriculum.
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Affiliation(s)
- Robert Wolf
- University of Leipzig, Faculty of Medicine, Skills and Simulation Centre LernKlinik Leipzig, Leipzig, Germany
| | - Nicole Geuthel
- University Hospital Leipzig, Department of Paediatrics, Clinic for Paediatric Surgery, Leipzig, Germany
| | - Franziska Gnatzy
- St. Elisabeth Hospital Leipzig, Clinic for Internal Medicine II, Leipzig, Germany
| | - Daisy Rotzoll
- University of Leipzig, Faculty of Medicine, Skills and Simulation Centre LernKlinik Leipzig, Leipzig, Germany
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Larsen J, Blagnys H, Cooper B, Press C, Sambridge N, Livesey M, Watt C, Allewell C, Chapman N. Mountain Rescue Casualty Care and the Undergraduate Medical Elective. Wilderness Environ Med 2019; 30:210-216. [PMID: 32734898 DOI: 10.1016/j.wem.2018.12.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2018] [Revised: 11/25/2018] [Accepted: 12/14/2018] [Indexed: 11/15/2022]
Abstract
Many UK medical curricula lack dedicated prehospital education other than first aid courses and basic life support training. In contrast, nonmedical mountain rescue team members receive advanced prehospital training addressing scene management and various clinical interventions. This article reports a condensed mountain rescue casualty care course designed for medical students by a mountain rescue team. The course was offered as part of a student-selected module during phase 3A at the University of Sheffield Medical School. Within the module, students also learned the relevant biomedical sciences and clinical skills to construct their knowledge of mountain rescue casualty care.
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Affiliation(s)
- Jennifer Larsen
- Department of Health Sciences, University of Leicester, Leicester, UK
| | - Hannah Blagnys
- Department of Anesthetics, Nottingham City Hospital, Nottingham NHS Foundation Trust, Nottingham, UK
| | - Ben Cooper
- Department of Emergency Medicine, Sheffield Teaching Hospitals NHS Foundation Trust, Northern General Hospital, Sheffield, UK
| | - Christopher Press
- Department of Anesthetics, Sheffield Teaching Hospitals NHS Foundation Trust, Northern General Hospital, Sheffield, UK
| | - Neil Sambridge
- Department of Anesthetics, Sheffield Teaching Hospitals NHS Foundation Trust, Northern General Hospital, Sheffield, UK
| | | | - Catherine Watt
- British Antarctic Survey Medical Unit, Emergency Department, Derriford Hospital, Plymouth, UK
| | | | - Neil Chapman
- Academic Unit of Medical Education and Department of Oncology and Metabolism, The Medical School, Sheffield, UK.
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Wagner M, Mileder LP, Goeral K, Klebermass-Schrehof K, Cardona FS, Berger A, Schmölzer GM, Olischar M. Student peer teaching in paediatric simulation training is a feasible low-cost alternative for education. Acta Paediatr 2017; 106:995-1000. [PMID: 28244140 DOI: 10.1111/apa.13792] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/23/2016] [Accepted: 02/17/2017] [Indexed: 11/29/2022]
Abstract
AIM The World Health Organization recommends regular simulation training to prevent adverse healthcare events. We used specially trained medical students to provide paediatric simulation training to their peers and assessed feasibility, cost and confidence of students who attended the courses. METHODS Students at the Medical University of Vienna, Austria were eligible to participate. Students attended two high-fidelity simulation training sessions, delivered by peers, which were videorecorded for evaluation. The attendees then completed questionnaires before and after the training. Associated costs and potential benefits were analysed. RESULTS From May 2013 to June 2015, 152 students attended the sessions and 57 (37.5%) completed both questionnaires. Satisfaction was high, with 95% stating their peer tutor was competent and 90% saying that peer tutors were well prepared. The attendees' confidence in treating critically ill children significantly improved after training (p < 0.001). The average costs for a peer tutor were six Euros per working hour, compared to 35 Euros for a physician. CONCLUSION Using peer tutors for paediatric simulation training was a feasible and low-cost option that increased the number of medical students who could be trained and increased the self-confidence of the attendees. Satisfaction with the peer tutors was high.
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Affiliation(s)
- Michael Wagner
- Division of Neonatology; Paediatric Intensive Care and Neuropaediatrics; Department of Paediatrics and Adolescent Medicine; Medical University of Vienna; Vienna Austria
| | - Lukas P. Mileder
- Division of Neonatology; Department of Paediatrics and Adolescent Medicine; Medical University of Graz; Graz Austria
| | - Katharina Goeral
- Division of Neonatology; Paediatric Intensive Care and Neuropaediatrics; Department of Paediatrics and Adolescent Medicine; Medical University of Vienna; Vienna Austria
| | - Katrin Klebermass-Schrehof
- Division of Neonatology; Paediatric Intensive Care and Neuropaediatrics; Department of Paediatrics and Adolescent Medicine; Medical University of Vienna; Vienna Austria
| | - Francesco S. Cardona
- Division of Neonatology; Paediatric Intensive Care and Neuropaediatrics; Department of Paediatrics and Adolescent Medicine; Medical University of Vienna; Vienna Austria
| | - Angelika Berger
- Division of Neonatology; Paediatric Intensive Care and Neuropaediatrics; Department of Paediatrics and Adolescent Medicine; Medical University of Vienna; Vienna Austria
| | - Georg M. Schmölzer
- Department of Paediatrics; University of Alberta; Edmonton Alberta Canada
- Centre for the Studies of Asphyxia and Resuscitation; Royal Alexandra Hospital; Alberta Health Services; Edmonton Alberta Canada
| | - Monika Olischar
- Division of Neonatology; Paediatric Intensive Care and Neuropaediatrics; Department of Paediatrics and Adolescent Medicine; Medical University of Vienna; Vienna Austria
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Abas T, Juma FZ. Benefits of simulation training in medical education. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2016; 7:399-400. [PMID: 27486352 PMCID: PMC4957634 DOI: 10.2147/amep.s110386] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2023]
Affiliation(s)
- Tamkin Abas
- Manchester Medical School, University of Manchester, Manchester, UK
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Frank C, Gliwitzky B, Dönitz S, Wölf C, Horter J, Münzberg M. Prehospital Trauma Life Support (PHTLS) in Deutschland. Notf Rett Med 2015. [DOI: 10.1007/s10049-015-0075-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Iblher P, Zupanic M, Karsten J, Brauer K. May student examiners be reasonable substitute examiners for faculty in an undergraduate OSCE on medical emergencies? MEDICAL TEACHER 2015; 37:374-378. [PMID: 25186850 DOI: 10.3109/0142159x.2014.956056] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
OBJECTIVES To compare the effect of student examiners (SE) to that of faculty examiners (FE) on examinee performance in an OSCE as well as on post-assessment evaluation in the area of emergency medicine management. METHODS An OSCE test-format (seven stations: Advanced Cardiac Life Support (ACLS), Basic Life Support (BLS), Trauma-Management (TM), Pediatric-Emergencies (PE), Acute-Coronary-Syndrome (ACS), Airway-Management (AM), and Obstetrical-Emergencies (OE)) was administered to 207 medical students in their third year of training after they had received didactics in emergency medicine management. Participants were randomly assigned to one of the two simultaneously run tracks: either with SE (n = 110) or with FE (n = 98). Students were asked to rate each OSCE station and to provide their overall OSCE perception by means of a standardized questionnaire. The independent samples t-test was used and effect sizes were calculated (Cohens d). RESULTS Students achieved significantly higher scores for the OSCE stations "TM", "AM", and "OE" as well as "overall OSCE score" in the SE track, whereas the station score for "PE" was significantly higher for students in the FE track. Mostly small effect sizes were reported. In the post-assessment evaluation portion of the study, students gave significant higher ratings for the ACS station and "overall OSCE evaluation" in the FE track; also with small effect sizes. CONCLUSION It seems quite admissible and justified to encourage medical students to officiate as examiners in undergraduate emergency medicine OSCE formative testing, but not necessarily in summative assessment evaluations.
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Fandler M, Habersack M, Dimai HP. Have "new" methods in medical education reached German-speaking Central Europe: a survey. BMC MEDICAL EDUCATION 2014; 14:172. [PMID: 25129398 PMCID: PMC4236571 DOI: 10.1186/1472-6920-14-172] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2014] [Accepted: 08/12/2014] [Indexed: 05/11/2023]
Abstract
BACKGROUND Simulation-based-training (SBT) in the education of health professionals is discussed as an effective alternative for knowledge and skills enhancement as well as for the establishment of a secure learning environment, for learners and patients. In the Anglo-American region, SBT and simulation and training centers (STC) are numbered as standard for medical training. In German-speaking Central Europe, priority is still given to the establishment of SBT and STC. The purpose of this study was (i) to survey the status quo relating to the existence and facilities of simulation and training centers at medical universities in German-speaking Central Europe and (ii) the evaluation of training methods, especially in the area of emergency medicine skills. METHODS All public and private medical universities or medical faculties in Germany (36), Austria (4) and German-speaking Switzerland (3) were interviewed. In the survey, information regarding the existence and facilities of STCs and information with regards to the use of SBT in the area of emergency medicine was requested. The questions were partly posed in a closed-ended-, in an open-ended- and in a multiple choice format (with the possibility of selecting more than one answer). RESULTS Of a total of 43 contacted medical universities/medical faculties, 40 ultimately participated in the survey. As decisive for the establishment of a STC the potential to improve the clinical-practical training and the demand by students were listed. Obligatory training in a STC during the first and sixth academic year was confirmed only by 12 institutions, before the first invasive procedure on patients by 17 institutions. 13 institutions confirmed the use of the STC for the further training of physicians and care-staff. Training for the acute care and emergency medicine skills in the field of pediatrics, for the most part, occurs decentralized. CONCLUSIONS New methods in medical training have reached German-speaking Central Europe, but the simulation and training centers vary in size, equipment or regarding their integration into the obligatory curriculum as much as the number and variety of the offering to be trained voluntarily or on an obligatory basis.
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Affiliation(s)
- Martin Fandler
- Department of Emergency and Critical Care Medicine, Nuremberg Hospital, Prof.-Ernst-Nathan-Str., 1, 90419 Nuremberg, Germany
| | - Marion Habersack
- Office of the Vice Rector for Teaching & Studies, Medical University of Graz, Auenbruggerplatz 2, 8036 Graz, Austria
| | - Hans P Dimai
- Department of Internal Medicine, Division of Endocrinology & Metabolism, Medical University of Graz, Auenbruggerplatz 2, 8036 Graz, Austria
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Breckwoldt J, Svensson J, Lingemann C, Gruber H. Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study. BMC MEDICAL EDUCATION 2014; 14:6. [PMID: 24400838 PMCID: PMC3893403 DOI: 10.1186/1472-6920-14-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/29/2013] [Accepted: 01/02/2014] [Indexed: 05/21/2023]
Abstract
BACKGROUND Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students' practical skills at the end of their course were chosen. METHODS The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. RESULTS Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains 'alarm call' (p < 0.01) and 'ventilation' (p = 0.01), while the domains 'chest compressions' and 'use of automated defibrillator' did not differ. MCQ scores revealed no statistical difference. Overall, teaching quality was rated significantly better by students of untrained teachers (p = 0.05). CONCLUSIONS At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.
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Affiliation(s)
- Jan Breckwoldt
- Medical Faculty of the University of Zurich, Pestalozzistr. 3-5, Zurich CH-8091, Switzerland
- Department of Anaesthesiology, Charité, Medical University of Berlin Campus, Benjamin Franklin, Berlin, Germany
- Dieter Scheffner Centre for Medical Education, Charité – Medical University of Berlin, Berlin, Germany
| | - Jörg Svensson
- Department of Anaesthesiology, Charité, Medical University of Berlin Campus, Benjamin Franklin, Berlin, Germany
| | - Christian Lingemann
- Department of Anaesthesiology, Charité, Medical University of Berlin Campus, Benjamin Franklin, Berlin, Germany
| | - Hans Gruber
- Department of Educational Science, University of Regensburg, Regensburg, Germany
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Breuer G, Schweizer K, Schüttler J, Weiß M, Vladut A. „Sprung ins kalte Wasser“. Anaesthesist 2014; 63:16-22. [DOI: 10.1007/s00101-013-2270-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/11/2013] [Revised: 09/03/2013] [Accepted: 10/29/2013] [Indexed: 11/24/2022]
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Heinke W, Rotzoll D, Hempel G, Zupanic M, Stumpp P, Kaisers UX, Fischer MR. Students benefit from developing their own emergency medicine OSCE stations: a comparative study using the matched-pair method. BMC MEDICAL EDUCATION 2013; 13:138. [PMID: 24098996 PMCID: PMC3852440 DOI: 10.1186/1472-6920-13-138] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/12/2012] [Accepted: 10/04/2013] [Indexed: 06/02/2023]
Abstract
BACKGROUND Students can improve the learning process by developing their own multiple choice questions. If a similar effect occurred when creating OSCE (objective structured clinical examination) stations by themselves it could be beneficial to involve them in the development of OSCE stations. This study investigates the effect of students developing emergency medicine OSCE stations on their test performance. METHOD In the 2011/12 winter semester, an emergency medicine OSCE was held for the first time at the Faculty of Medicine at the University of Leipzig. When preparing for the OSCE, 13 students (the intervention group) developed and tested emergency medicine examination stations as a learning experience. Their subsequent OSCE performance was compared to that of 13 other students (the control group), who were parallelized in terms of age, gender, semester and level of previous knowledge using the matched-pair method. In addition, both groups were compared to 20 students who tested the OSCE prior to regular emergency medicine training (test OSCE group). RESULTS There were no differences between the three groups regarding age (24.3 ± 2.6; 24.2 ± 3.4 and 24 ± 2.3 years) or previous knowledge (29.3 ± 3.4; 29.3 ± 3.2 and 28.9 ± 4.7 points in the multiple choice [MC] exam in emergency medicine). Merely the gender distribution differed (8 female and 5 male students in the intervention and control group vs. 3 males and 17 females in the test OSCE group).In the exam OSCE, participants in the intervention group scored 233.4 ± 6.3 points (mean ± SD) compared to 223.8 ± 9.2 points (p < 0.01) in the control group. Cohen's effect size was d = 1.24. The students of the test OSCE group scored 223.2 ± 13.4 points. CONCLUSIONS Students who actively develop OSCE stations when preparing for an emergency medicine OSCE achieve better exam results.
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Affiliation(s)
- Wolfgang Heinke
- Department of Anaesthesiology and Intensive Care Medicine, University of Leipzig, Liebigstrasse 20, Leipzig 04103, Germany
| | - Daisy Rotzoll
- Training Clinic of the Faculty of Medicine, University of Leipzig, Liebigstrasse 27, Leipzig 04103, Germany
| | - Gunther Hempel
- Department of Anaesthesiology and Intensive Care Medicine, University of Leipzig, Liebigstrasse 20, Leipzig 04103, Germany
| | - Michaela Zupanic
- Faculty of Health, University of Witten/Herdecke, Alfred-Herrhausen-Straße 50, Witten 58448, Germany
| | - Patrick Stumpp
- Department of Diagnostic and Interventional Radiology, University of Leipzig, Liebigstrasse 20, Leipzig 04103, Germany
| | - Udo X Kaisers
- Department of Anaesthesiology and Intensive Care Medicine, University of Leipzig, Liebigstrasse 20, Leipzig 04103, Germany
| | - Martin R Fischer
- Department of Medical Education, Munich University Hospital, Ludwig-Maximilians-University Munich, Ziemssenstraße 1, Munich 80336, Germany
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Kay GFA, Yong E, Dahlén SA, Weaver A. Medical students at LTC and in pre-hospital care: a structured programme in pre-hospital emergency medicine for medical undergraduates. Scand J Trauma Resusc Emerg Med 2012. [PMCID: PMC3311013 DOI: 10.1186/1757-7241-20-s1-i5] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
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[Undergraduate teaching of anaesthesiology : a nationwide survey in Germany]. Anaesthesist 2012; 61:202-6, 209-14. [PMID: 22430550 DOI: 10.1007/s00101-012-1993-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2011] [Revised: 12/14/2011] [Accepted: 01/09/2012] [Indexed: 10/28/2022]
Abstract
BACKGROUND In 2003 anaesthesiology was implemented as a compulsory speciality of undergraduate teaching in Germany due to the revised regulations of medical education. Besides the preexisting subject of emergency medicine an obligatory course in anaesthesiology was introduced. Thus anaesthesiology has gained considerable importance in all medical faculties. To gain insight into the current status of undergraduate medical education in the university departments of anaesthesiology a nationwide survey at all university departments in Germany was initiated. METHODS In cooperation with the German Society of Anaesthesiology and Intensive Care Medicine (DGAI) a standardized questionnaire was developed and sent to 36 departments of anaesthesiology of all German medical faculties. Questions concerned the structure of the respective curriculum, learning goals, teaching, assessment and evaluation methods as well as facultative courses. RESULTS Of the 36 university departments of anaesthesiology, 35 returned the questionnaire. In 66% undergraduate education in anaesthesiology is part of the fourth or fifth year of medical training. In 91% of the faculties lectures were accompanied by teaching in small student groups. A simulator-based training is integrated either in anaesthesiology and/or in emergency medicine in 91% of the departments of anaesthesiology. In 69% of the departments contents of anaesthesia, critical care medicine, emergency medicine and pain management are an integral part of undergraduate teaching in anaesthesiology. The primary learning goals are directed towards general anaesthesia and there is less focus on topics of preoperative or postoperative care, such as preoperative risk evaluation, postoperative pain management and regional anaesthesia. Besides a multiple choice test (91%) oral (63%) and/or practical examinations (71%) are used as assessment tools. In 71% of the medical faculties the respective departments of anaesthesiology are leading and organising skills laboratories. In student evaluations anaesthesiology achieved best ranking in 66% of the medical faculties compared to other specialties. The possibility to take an elective course in anaesthesiology exists in 74% of the faculties. Half of these faculties organize this elective as a longitudinal course for one complete semester, the other half as a full time course over mostly 1 or 2 weeks. At present E-learning plays a minor role. CONCLUSIONS This survey provides detailed information about the current status of undergraduate teaching of the university departments of anaesthesiology in Germany. The study shows a remarkable consistency of structure, contents and methods of education in anaesthesiology throughout all university departments of anaesthesiology. This information is the basis for triggering synergistic effects, for improving educational standards in anaesthesiology and for introducing a platform for developing modern learning media, e.g. through the scientific society DGAI.
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[Mandatory elective course in emergency medicine with instructions by paramedics improves practical training in undergraduate medical education]. Unfallchirurg 2011; 114:340-4. [PMID: 20393830 DOI: 10.1007/s00113-010-1781-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
BACKGROUND Due to the complexity of medical emergencies undergraduate medical training in the integrative course on emergency medicine requires education combining knowledge, practical skills, algorithm-driven behavior and soft skills. New State board regulations on education and licensing of physicians demand a practical implementation of these objectives. MATERIALS AND METHODS The medical faculty of Frankfurt medical school has implemented an obligatory prehospital elective course. A retrospective questionnaire assessed the organization, instructional competence of the paramedics and integration of students in the emergency medical teams. RESULTS Out of a total of 486 students the majority rated the longitudinal curriculum as positive (66% very good and 28% good). The practical experience at a scene was evaluated to be reasonable by 86% and 95% of the students stated that integration into the emergency team was rendered without any difficulties. CONCLUSION A prehospital experience supported by paramedics can serve as a valuable tool in an emergency medicine curriculum.
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Helm M, de Buhr K, Lampl L, Schramm A. Notfallmedizinische Ausbildungskonzepte für Studierende der Zahnmedizin. Notf Rett Med 2011. [DOI: 10.1007/s10049-010-1382-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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[The quality of university teaching in psychiatry and psychotherapy: results of a survey on the current status following the introduction of the new medical accreditation system]. DER NERVENARZT 2010; 81:1125-8. [PMID: 20811730 DOI: 10.1007/s00115-010-3120-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The classic criticism levelled at German medical studies was addressed in 2002 with the reform of the German medical accreditation system. For the specialties Psychiatry and Psychotherapy, a national workshop of the German Society for Psychiatry, Psychotherapy and Neurology (DGPPN) was held in Heidelberg on 23.01.2004 to implement the new legal requirements for teaching. In 2008, a postal survey was conducted among the 36 German medical faculties by the DGPPN to establish the current status of the proposed implementation, with the general structure of undergraduate medical training, student-centered syllabuses and the general significance of teaching forming the main points. With a response rate of 75%, the results can be considered representative. In general, a cautiously positive conclusion can be drawn on the implementation of the medical accreditation system. Having said that, it should be borne in mind that implementation is not yet complete and still requires optimization, for example in terms of making examinations not only theoretical but also more practical in approach.
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