1
|
A simple approach of applying blended learning to problem-based learning is feasible, accepted and does not affect evaluation and exam results-a just pre-pandemic randomised controlled mixed-method study. NAUNYN-SCHMIEDEBERG'S ARCHIVES OF PHARMACOLOGY 2023; 396:139-148. [PMID: 36264299 PMCID: PMC9581769 DOI: 10.1007/s00210-022-02306-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 10/10/2022] [Indexed: 01/29/2023]
Abstract
We tested for feasibility, acceptance, and "non-inferiority" of small-group teaching applying blended learning (i.e., the integration of face-to-face and online instruction) to problem-based learning (bPbL) compared to conventional PbL (cPbL). In a just pre-pandemic, randomised controlled trial, 317 students attended either bPbL or cPbL groups. The first meeting of the bPbL groups took place online via written internet chat, while cPbL groups met on site. All groups met on site the second time. All students had the opportunity to attend lectures either on site or as videos on demand. We analysed student evaluation data, results in a final summative exam, attendance of lectures on site and use of lecture videos. Furthermore, we performed a qualitative analysis of student statements made in semi-structured group interviews about pros and cons of the bPbL approach. There was no difference between students of either bPbL or cPbL groups with respect to exam results (score: 14.3 ± 2.8 vs. 13.8 ± 2.7) or course evaluation. However, relatively more bPbL than cPbL students reported having used lecture videos, while the proportion of those attending lectures on-site was higher among cPbL students. Interviews revealed that some of the bPbL students' experiences were unexpected and feared disadvantages seemed to be less severe than expected. Participation in a blended PbL format did not worsen course evaluations or exam results, but seemed to influence lecture attendance. The combination of face-to-face and digital elements could be suitable as a hybrid approach to digital instruction in the post-pandemic era.
Collapse
|
2
|
Sapoutzis N, Schneider A, Brandhuber T, Berberat PO, Wijnen-Meijer M. Programs to encourage working as a general practitioner in rural areas: why do medical students not want to participate? A cross-sectional study. BMC MEDICAL EDUCATION 2022; 22:622. [PMID: 35978341 PMCID: PMC9382807 DOI: 10.1186/s12909-022-03688-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Accepted: 08/11/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND In many countries, not enough students are interested to work as general practitioners in rural areas. To solve this problem, several, sometimes partly extracurricular, programs have been developed. Most of these programs are based on continuity, which means that students stay in a rural region for an extended period of time, by completing clerkships. Although the effects of these programs are positive, it is often difficult to motivate students to participate. The purpose of the present study is to get insight into the reasons why students choose not to participate in these programs. METHODS We carried out a questionnaire study among medical students in the clinical phase of the Technical University of Munich in Germany. First, we asked the students whether they actively informed themselves about the program which aims to reduce the shortage of general practitioners in rural areas in Bavaria. Furthermore, the questionnaire focused on the reasons for not participating in this program. RESULTS Based on the answers of 442 students from study years 3-6, the most frequently chosen reason for not participating in the program is "identification with another discipline" with 61.0%, directly followed by "not willing to commit long-term" (56.1%). In third place is "personal connections to another region" with 30.5%. In the open comments, we find the same reasons: many students do not want to commit to a certain direction too early. In addition, students indicate that the number of regions where this program is offered is too limited for them. CONCLUSIONS Offering programs to prepare and motivate students for work as general practitioners in rural areas can contribute to increasing the pool of future general practitioners. To encourage students to participate in such a program, it is important to consider the motives of students. Many students who might be interested in general practice do not choose to take part in such a program because they do not want to commit to a particular specialty or region at an early stage. It is important to take these insights into account when designing and implementing these programs.
Collapse
Affiliation(s)
- Nikolaos Sapoutzis
- Technical University of Munich, School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany
- Public Health Department Hochtaunuskreis, Bad Homburg vor der Höhe, Germany
| | - Antonius Schneider
- Technical University of Munich, School of Medicine, Institute of Family Medicine and Health Services Research, Munich, Germany
| | - Tom Brandhuber
- Technical University of Munich, School of Medicine, Institute of Family Medicine and Health Services Research, Munich, Germany
| | - Pascal O Berberat
- Technical University of Munich, School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany
| | - Marjo Wijnen-Meijer
- Technical University of Munich, School of Medicine, TUM Medical Education Center, Ismaninger Straße 22, 81675, Munich, Germany.
| |
Collapse
|
3
|
Meyer A, Schreiber J, Brinkmann J, Klatt AR, Stosch C, Streichert T. Deterioration in hygiene behavior among fifth-year medical students during the placement of intravenous catheters: a prospective cohort comparison of practical skills. BMC MEDICAL EDUCATION 2021; 21:434. [PMID: 34404414 PMCID: PMC8369648 DOI: 10.1186/s12909-021-02868-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Accepted: 08/04/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The American Association of Medical Colleges has defined peripheral intravenous cannulation as one of the eight practical skills that a medical student should possess upon graduation. Since following a standard hygiene protocol can reduce the rate of complications such as bloodstream infections, the medical student's compliance to hygienic standards is highly relevant. METHODS This unicentric longitudinal cohort study included 177 medical students undergoing OSCE 1 in the winter semesters 2016/2017 and 2017/2018 as well as OSCE 2 during the winter semesters 2018/2019 and 2019/2020 at the University of Cologne. Their performance in peripheral intravenous cannulation was rated by trained student supervisors using a scaled 13-item questionnaire and compared between OSCE 1 and OSCE 2. RESULTS Overall, a decline in the correct placement of peripheral intravenous catheters was observed among advanced medical students during OSCE 2 (mean total score: 6.27 ± 1.84) in comparison to their results in OSCE 1 (mean total score: 7.67 ± 1.7). During OSCE 2, the students were more negligent in regard to hygienic behavior, such as disinfection of the puncture site as well as hand disinfection before and after venipuncture. Their patients were also less likely to be informed about the procedure as compared to OSCE 1. CONCLUSIONS An unsatisfying performance in regard to peripheral intravenous cannulation was observed in medical students with hygiene compliance deteriorating between the third and fifth year of their study. Thus, we promote an extension of practical hygiene and stress management training in medical school to reduce complications associated with intravenous catheters, such as bloodstream infections.
Collapse
Affiliation(s)
- Annika Meyer
- Department of clinical chemistry, University of Cologne, Faculty of medicine and university hospital, Kerpener Str. 62, 50937, Cologne, Germany.
- Interprofessional Skills Lab and Simulation center (KISS), University of Cologne, faculty of medicine and university hospital, Joseph-Stelzmann-Straße 9a, 50931, Cologne, Germany.
| | - Jakob Schreiber
- Interprofessional Skills Lab and Simulation center (KISS), University of Cologne, faculty of medicine and university hospital, Joseph-Stelzmann-Straße 9a, 50931, Cologne, Germany
| | - Julian Brinkmann
- Interprofessional Skills Lab and Simulation center (KISS), University of Cologne, faculty of medicine and university hospital, Joseph-Stelzmann-Straße 9a, 50931, Cologne, Germany
| | - Andreas R Klatt
- Department of clinical chemistry, University of Cologne, Faculty of medicine and university hospital, Kerpener Str. 62, 50937, Cologne, Germany
| | - Christoph Stosch
- Interprofessional Skills Lab and Simulation center (KISS), University of Cologne, faculty of medicine and university hospital, Joseph-Stelzmann-Straße 9a, 50931, Cologne, Germany
| | - Thomas Streichert
- Department of clinical chemistry, University of Cologne, Faculty of medicine and university hospital, Kerpener Str. 62, 50937, Cologne, Germany
| |
Collapse
|
4
|
Moritz S, Halawi A, Proksch C, Werner JM, Paulsson M, Rothschild M, Stosch C. Studies on acceptance, evaluation and impact of the Cologne program "Research and Medical Studies". GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc5. [PMID: 32270019 PMCID: PMC7105762 DOI: 10.3205/zma001298] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2019] [Revised: 10/15/2019] [Accepted: 12/12/2019] [Indexed: 06/11/2023]
Abstract
Introduction: The curricular implementation of events (or programs) for science-related training in human medicine has been on the agenda of the medical faculties since the publication of the Federal-State Working Group [1]. The Medical Faculty of the University of Cologne developed and established a systematic, longitudinal science curriculum together with the start of the model curriculum in human medicine in 2003. Here, we investigate the questions of whether the described (para-) curricular elements are accepted by students and lecturers and how they are evaluated, especially by students. In addition, we investigate whether selected parameters can be used to demonstrate changes in the students' scientific activities. Project description: The program "Research and Medical Studies" (RaMS) consists of several components: these elements of the mandatory curricular (Scientific Projects, SP) and optional components (Research in Medical Studies (RiMS), Research Track (RT), Research Fair Cologne (RFC)) are described here. Results were recorded at various levels: Likert Scale evaluation of the event's elements were collected as satisfaction parameters from the studentsProcess data on participation in the voluntary events were collected and evaluated as absolute and relational figures (WS 12/13-SS 17). Data on the outcome of the RaMS program were collected: Type of scientific projects in the academic years 2011/12-2014/15), number and type of available projects offered at the RFC (in the years 2011-18) and number of student research funding applications in a comparison of the periods 2010-13 vs. 2014-17). Results: The students' acceptance of mandatory and paracurricular courses of the RaMS program is pleasingly high, which is not surprising, at least in the case of the voluntary courses. The participation of students in RiMS, RT and RFC is satisfactory for voluntary courses. In the case of the RT, with certified participation of approximately 47% of all registrations (corresponding to 10% of the total cohort), this is comparable to similar programs. It can be shown that the number of experimental science projects has more than doubled over time in parallel with the development of RaMS. The average number of provided projects according to the RFC is 42 (which corresponds to a placement rate of approx. 1:4). The number of successful student applications for a research support grant during the period the measures were implemented has doubled. Discussion and conclusion: The RaMS program shows a route for the implementation of the SP required by the next licensing regulations in medical education, which was initially supported and expanded solitarily, later by further elements (RiMS), also in the sense of a science-based career development (RT, RFC). The student acceptance and the measured success, in the form of successful participation in the Research Track, increased choice of experimental projects, significant increase of submitted as well as approved research grants and the high project placement rate of the Research Fair, encourage the further development of the program, which is indicated in the conclusion.
Collapse
Affiliation(s)
- Sören Moritz
- University of Cologne, Medical Faculty, Vice Dean's Office for Research, Cologne, Germany
- University of Cologne, Medical Faculty, Vice Dean's Office for Teaching and Studies, Cologne, Germany
| | - Abdul Halawi
- University of Cologne, Medical Faculty, Vice Dean's Office for Research, Cologne, Germany
- University of Cologne, Medical Faculty, Vice Dean's Office for Teaching and Studies, Cologne, Germany
| | - Charlotte Proksch
- University of Cologne, Medical Faculty, Vice Dean's Office for Research, Cologne, Germany
- University of Cologne, Medical Faculty, Vice Dean's Office for Teaching and Studies, Cologne, Germany
| | - Jan-Michael Werner
- University of Cologne, Medical Faculty, Medical Student Council, Cologne, Germany
| | - Mats Paulsson
- University of Cologne, Medical Faculty, Medical Student Council, Cologne, Germany
| | - Markus Rothschild
- University of Cologne, Medical Faculty, Vice Dean's Office for Teaching and Studies, Cologne, Germany
| | - Christoph Stosch
- University of Cologne, Medical Faculty, Vice Dean's Office for Teaching and Studies, Cologne, Germany
| |
Collapse
|
5
|
Kiessling C, Rotthoff T, Schnabel KP, Stosch C, Begenau J. 20 years of model curricula in German-speaking countries. GMS JOURNAL FOR MEDICAL EDUCATION 2019; 36:Doc65. [PMID: 31815175 PMCID: PMC6883253 DOI: 10.3205/zma001273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Revised: 09/12/2019] [Accepted: 09/14/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Claudia Kiessling
- Uni Witten/Herdecke, Fakultät für Gesundheit, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, Germany
| | - Thomas Rotthoff
- Universität Augsburg, Med. Fakultät, Lehrstuhl für Medizindidaktik und Ausbildungsforschung, Augsburg, Germany
| | - Kai P. Schnabel
- Universität Bern, Institut für medizinische Lehre, Abteilung für Unterricht und Medien, Bern, Switzerland
| | - Christoph Stosch
- Universität zu Köln, Med. Fakultät, Studiendekanat, Köln, Germany
| | - Jutta Begenau
- Charité – Universitätsmedizin Berlin, Berlin, Germany
| |
Collapse
|