Wittbecker LM, von Spreckelsen R, Bandholz TC, Lehmhaus FW, Schwarz T, Gläser R. From the (skin) doctor's office to the lecture hall: An innovative, practice-oriented, media-supported teaching project with supra-regional interdisciplinary usage options.
J Dtsch Dermatol Ges 2021;
19:694-705. [PMID:
33951276 DOI:
10.1111/ddg.14330]
[Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 10/27/2020] [Indexed: 12/30/2022]
Abstract
BACKGROUND
The transfer of practical knowledge and skills is the focus of modern medical teaching (master plan medical studies 2020). The aim of the teaching project is to provide medical students with important dermatological learning goals and contents by using innovative methods.
METHODS
As part of a teaching project funded by the Federal Ministry of Education and Research (BMBF) at the Department of Dermatology, University Hospital Schleswig-Holstein in Kiel, various new, partly media-supported teaching modules were developed in addition to curricular teaching and optimized by regular acceptance evaluations during the development process.
RESULTS
(1.) Professionally created instructional movies present essential techniques for diagnosis and therapy: standardized dermatological whole-body examination, wound smear sampling, performing of biopsies, curettages and excisions as well as skin suturing techniques on exercise material and on patients. (2.) Tutor-based courses offer students the ability to practice these techniques independently. (3.) Seminar lectures show different clinical pictures in university medicine and doctor's offices as well as the important interaction between clinic and doctor's practice in patient care. (4.) One-day internships in a teaching practice convey the activity in this setting. (5.) Seminars on psychodermatology provide insight into the stress caused by the skin disease using the "bio-psychosocial disease model". So far, 282 students have participated in the modules. In 88-100 % of the evaluations, there was a desire for further expansion of the new courses and integration into curricular teaching.
CONCLUSIONS
Our innovative teaching modules resulted in great acceptance by the students. The freely available instructional films were successfully used by other university locations due to networking in the Academic Teaching Forum. One perspective is the supra-regional and sustainable use of our teaching modules and the transfer of the concept to other departments and faculties.
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