Universität Witten/Herdecke, Fakultät für Gesundheit, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, Germany.
Universität Witten/Herdecke, Fakultät für Gesundheit, Studiendekanat Humanmedizin, Witten, Germany.
GMS J Med Educ. 2020 Dec 3;37(7):Doc83. doi: 10.3205/zma001376. eCollection 2020.
Since October 2018, a longitudinal communication curriculum for medical students has been implemented at Witten/Herdecke University. In the summer semester 2020, the concept for the 4 preclinical semester included a practical training on "sharing information", which consisted of three two-hour face-to-face sessions with simulated patients (SP). Due to the Covid 19 pandemic, teaching was changed to an inverted classroom concept combining asynchronous and synchronous teaching. The students worked at the beginning of the semester on an e-learning module of the learning platform docCom.deutsch on the topic "sharing information" using reflection and processing tasks. In two digital sessions, the students then were able to practice discharge interviews and discussions about risk communication illustrated by the example of screening methods for cancer prevention. In the first zoom session, students practiced in role-plays among themselves. In the second zoom session, they practiced with SP. The evaluation results revealed that 76% of the responding students considered working with the e-learning module as a good preparation for the interviews. According to the evaluation results, satisfaction with the Zoom meeting including SP contact was slightly higher than those with role-plays among themselves. Although the group atmosphere was rated by all responding students as conducive to learning, almost half of them confirmed that using Zoom significantly impaired the atmosphere (47%). In retrospect, the conversion of the communication training to a digital format worked better than expected from both the perspective of teachers and students. The students explicitly appreciated working with SP. From the teachers' perspective, some specific aspects of successful communication were difficult to reflect on, e.g. non-verbal communication. The use of e-learning as a preparation for practical exercises has proven successful and will be continued in the future.
自 2018 年 10 月以来，维藤/黑德克大学为医学生实施了一项纵向沟通课程。在 2020 年夏季学期，前四个临床学期的课程包括了“信息共享”的实践培训，该培训由三次与模拟患者（SP）的两小时面对面课程组成。由于新冠疫情，教学改为结合异步和同步教学的翻转课堂模式。在学期开始时，学生在 docCom.deutsch 学习平台上的电子学习模块中，使用反思和处理任务，围绕“信息共享”主题进行学习。在两次数字会议中，学生们通过癌症预防筛查方法的示例练习出院访谈和风险沟通讨论。在第一次 zoom 会议中，学生们相互之间进行角色扮演。在第二次 zoom 会议中，他们与 SP 一起练习。评估结果显示，76%的回应学生认为使用电子学习模块为访谈做好了准备。根据评估结果，与自己角色扮演相比，学生对包括 SP 联系在内的 Zoom 会议的满意度略高。尽管所有回应学生都认为小组氛围有利于学习，但近一半的学生确认使用 Zoom 显著影响了氛围（47%）。回顾过去，从教师和学生的角度来看，沟通培训向数字化模式的转变效果超出预期。学生明确表示喜欢与 SP 合作。从教师的角度来看，成功沟通的某些特定方面很难进行反思，例如非言语沟通。使用电子学习作为实践练习的准备已被证明是成功的，并将在未来继续使用。
