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Baessler F, Zafar A, Koelkebeck K, Frodl T, Signerski-Krieger J, Pinilla S, Barth GM, Jannowitz D, Speerforck S, Roesch-Ely D, Kluge I, Aust M, Utz J, Kersten GM, Spitzer P. What do the teachers want? A targeted needs assessment survey for prospective didactic training of psychiatry medical educators. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc18. [PMID: 38779695 PMCID: PMC11106569 DOI: 10.3205/zma001673] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 12/19/2023] [Accepted: 02/09/2024] [Indexed: 05/25/2024]
Abstract
Objectives Physicians and psychologists at psychiatric university hospitals are assigned teaching tasks from the first day of work without necessarily having the prerequisite training in teaching methods. This exploratory survey provides a needs-based analysis for the prospective didactic training of physicians and psychologists at psychiatric hospitals in Germany, Austria and Switzerland. Methods An online questionnaire was distributed at medical schools via email in German-speaking countries in Europe. All physicians involved in teaching medical students at psychiatry faculties were eligible to participate in the survey. Participants were further requested to recruit eligible participants (snowball sampling). Responses were analyzed descriptively, and differences between groups were calculated using nonparametric Mann-Whitney U tests (p<.05). Results Overall, 97 respondents (male=55, female=42; mean age= 40.6) from 19 medical schools completed the survey. The respondents consisted of 43 residents, 39 specialists, 6 chief physicians and 9 psychologists. Of the respondents, 97.6% rated didactic competence as either highly relevant or rather relevant for teaching medical students. The highest overall interest was shown for bedside teaching (mode=4; IQR: 2-4) and error culture (mode=3; IQR: 2-4). Respondents expressed the highest training needs for topics regarding presentation and communication (mode=3; IQR: 2-3). Resident physicians were significantly more interested in bedside teaching (U=362.0, p=0.004) and roleplay (U=425.0; p=0.036) than specialist physicians, who were more interested in examination didactics (U=415.0; p=0.022). Chief physicians displayed significantly deeper interest in group dynamics (U=51; p=0.023) than specialist physicians. In-person training was preferred by a majority of respondents, and 27.4% preferred online/web-based training. Conclusions The majority of physicians and psychologists at psychiatric university hospitals considered professional development for faculty to be helpful for teaching medical students. Bedside teaching and error culture management were the most desired teaching topics for training medical teachers. Tailored educational interventions are recommended, with target-oriented priorities for different hierarchical levels.
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Affiliation(s)
- Franziska Baessler
- Heidelberg University Hospital, Department of General, Internal and Psychosomatic Medicine, Center for Psychosocial Medicine, Heidelberg, Germany
- Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Ali Zafar
- Heidelberg University Hospital, Department of General, Internal and Psychosomatic Medicine, Center for Psychosocial Medicine, Heidelberg, Germany
- Heidelberg Academy of Sciences and Humanities, Heidelberg, Germany
| | - Katja Koelkebeck
- University Duisburg-Essen, Faculty of Medicine, LVR-University Hospital Essen, Department of Psychiatry and Psychotherapy, Essen, Germany
- University Duisburg-Essen, Center for Translational Neuro- & Behavioral Sciences (C-TNBS), Essen, Germany
| | - Thomas Frodl
- University Hospital Aachen, Department of Psychiatry, Psychotherapy and Psychosomatics, Aachen, Germany
| | - Jörg Signerski-Krieger
- University Medical Center Göttingen, Center for Psychosocial Medicine, Göttingen, Germany
| | - Severin Pinilla
- University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
- Marion von Tessin-Memory Zentrum, Munich, Germany
| | - Gottfried M. Barth
- University Hospital of Tübingen, Department Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Tübingen, Germany
| | - Deborah Jannowitz
- Helios Hanse Hospital Stralsund, Clinic for Psychiatry and Psychotherapy, Stralsund, Germany
| | - Sven Speerforck
- University of Leipzig, Medical Faculty, Department of Psychiatry, Leipzig, Germany
| | - Daniela Roesch-Ely
- University of Heidelberg, Department of General Psychiatry, Center for Psychosocial Medicine, Heidelberg, Germany
| | - Ina Kluge
- Marburg University, Department of Psychiatry and Psychotherapy, Marburg, Germany
| | - Miriam Aust
- University of Münster, University Hospital Münster, Department of Psychiatry, Münster, Germany
| | - Janine Utz
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| | - Gian-Marco Kersten
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
| | - Philipp Spitzer
- Friedrich-Alexander University Erlangen-Nuremberg, Erlangen University Hospital, Department of Psychiatry and Psychotherapy, Erlangen, Germany
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Mand N, Stibane T, Sitter H, Maier RF, Leonhardt A. Successful implementation of a rater training program for medical students to evaluate simulated pediatric emergencies. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc47. [PMID: 37560048 PMCID: PMC10407587 DOI: 10.3205/zma001629] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 03/04/2023] [Accepted: 04/20/2023] [Indexed: 08/11/2023]
Abstract
Introduction Simulation-based training is increasingly used in pediatrics to teach technical skills, teamwork, and team communication, and to improve potential deficiencies in pediatric emergency care. Team performance must be observed, analyzed, and evaluated by trained raters. The structured training of medical students for the assessment of simulated pediatric emergencies has not yet been investigated. Methods We developed a rater training program for medical students to assess guideline adherence, teamwork, and team communication in simulated pediatric emergencies. Interrater reliability was measured at each training stage using Kendall tau coefficients. Results In 10 out of 15 pairs of raters interrater reliability was moderate to high (tau>0.4), whereas it was low in the remaining 5 pairs of raters. Discussion The interrater reliability showed good agreement between medical students and expert raters at the end of the rater training program. Medical students can be successfully involved in the assessment of guideline adherence as well as teamwork and team communication in simulated pediatric emergencies.
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Affiliation(s)
- Nadine Mand
- Philipps University of Marburg, University Hospital Marburg, Department of Pediatrics, Marburg, Germany
| | - Tina Stibane
- Philipps University of Marburg, Dr. Reinfried Pohl Center for Medical Education, Marburg, Germany
| | - Helmut Sitter
- Philipps University of Marburg, Dr. Reinfried Pohl Center for Medical Education, Marburg, Germany
| | - Rolf Felix Maier
- Philipps University of Marburg, University Hospital Marburg, Department of Pediatrics, Marburg, Germany
| | - Andreas Leonhardt
- Philipps University of Marburg, University Hospital Marburg, Department of Pediatrics, Marburg, Germany
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Setlur R, Jahan N, Gupta N, Sheshadri K. Competency-based undergraduate curriculum implementation in anesthesiology-A survey-based comparison of two models of training. J Anaesthesiol Clin Pharmacol 2021; 37:196-202. [PMID: 34349365 PMCID: PMC8289651 DOI: 10.4103/joacp.joacp_147_20] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 07/04/2020] [Accepted: 11/21/2020] [Indexed: 11/24/2022] Open
Abstract
Background and Aim: Imparting the knowledge and skills of Anesthesiology to undergraduates can be challenging. Competency Based Undergraduate (CBUG) Curriculum for the Undergraduate medical students introduced by the Medical Council of India (MCI) aims to improve the quality of the Indian Medical Graduate (IMG). The Department of Anesthesiology and Critical Care of our college redrafted the training program and brought it in-line with the CBUG Curriculum beginning February 2019. A questionnaire based survey was conducted to assess the efficacy, satisfaction levels and the perception of the students towards the new competency based curriculum. The aim was to assess the students perception of the competency based curriculum and to evaluate two slightly different approaches to the implementation of the curriculum. Material and Methods: Two groups of undergraduate medical students belonging to the 6th and 8th term, underwent two different models of teaching. The 8th term students had already completed their theory classes based on the older curriculum a year ago when they were in 6th term. However, their clinics and tutorials were modelled as per the new CBUG Curriculum. The current 6th term students had their first exposure to Anesthesiology and their theory, tutorials and clinics were scheduled in the same term, simulation based training was added, the operation theatre rotation was held in the mornings at 0730hrs and the intensive care unit rounds were held in the evenings. There was no difference in the theory classes taken for the two batches, however the clinics were different. After both the batches finished their rotation, they were given the survey questionnaire to assess their perception of the model of CBUG Curriculum that they were exposed to. Results: The results of the survey revealed that about 80% of the students in both groups preferred that theory classes and practical training should be conducted in parallel in 6th term. About 60% students in both groups felt that early morning clinics 0800hrs were better than mid-morning clinics at 1100hrs as they get to see and do more procedures. 66%-82% students in both groups felt that the practical training in the OT, ICU and skills lab were very helpful or extremely helpful. The most important aspect of Anesthesiology rotation was “learning basic life saving skills and simulation based learning“ according to 85% students in both groups. Nearly 80% students in both groups felt that the training in Anesthesiology should be allotted more time and more weightage in undergraduate training. 72% students in 6th term and 63% students in 8th term felt more confident of handling emergencies after their Anesthesiology rotation. Conclusion: The new curriculum was extremely well received by the students of both groups. The model used for 6th term students comprising of teaching theory and practical in the same term and having early morning clinics, was found to be superior as compared to the model used to teach 8th term students where there was a gap of one year between theory and practical teaching and the clinics were held midmorning.
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Affiliation(s)
- Rangraj Setlur
- Department of Anesthesiology and Critical Care, Armed Forces Medical College, Pune, Maharashtra, India
| | - Nikahat Jahan
- Department of Anesthesiology and Critical Care, Armed Forces Medical College, Pune, Maharashtra, India
| | - Nipun Gupta
- Department of Anesthesiology and Critical Care, Armed Forces Medical College, Pune, Maharashtra, India
| | - Kiran Sheshadri
- Department of Anesthesiology and Critical Care, Armed Forces Medical College, Pune, Maharashtra, India
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Kiesewetter J, Drossard S, Manser T. Patient Safety Education in German speaking countries: first successes and blind spots. GMS JOURNAL FOR MEDICAL EDUCATION 2019; 36:Doc22. [PMID: 30993180 PMCID: PMC6446470 DOI: 10.3205/zma001230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Revised: 02/21/2019] [Accepted: 02/28/2019] [Indexed: 06/09/2023]
Affiliation(s)
- Jan Kiesewetter
- Klinikum der LMU München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany
| | - Sabine Drossard
- Klinikum der LMU München, Institut für Didaktik und Ausbildungsforschung in der Medizin, München, Germany
- Universitätsklinikum Augsburg, Klinik für Kinderchirurgie und Kinderurologie, Augsburg, Germany
| | - Tanja Manser
- Fachhochschule Nordwestschweiz FHNW, Hochschule für Angewandte Psychologie, Otten, Switzerland
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