Goethe University Frankfurt am Main, Institute of General Practice, Frankfurt am Main, Germany.
GMS J Med Educ. 2022 Apr 14;39(2):Doc22. doi: 10.3205/zma001543. eCollection 2022.
The aim of the study was to find out whether it is possible to successfully convert a communication course for around 400 students to a blended-learning format (asynchronous theoretical course/synchronous digital practical course). The main focus thereby was on assessing subjective learning progress and the extent to which the importance of communication and doctor-patient communication can be conveyed online. The study is based on the results of an evaluation of the opinions of both the students and the lecturers that participated in the course.
The students, who were in their fourth preclinical semester in 2020, were asked to fill in a self-assessment sheet at the beginning of the course, and following its completion. The feedback provided by the lecturers was also assessed. In order to compare the results and identify possible discrepancies, the corresponding self-assessment and evaluation results for the past 10 years (stemming from traditional classroom courses) were also taken into account.
Participants in the online courses reported distinct subjective learning progress, and greater progress than was reported for traditional courses in previous years. The suitability of the online format was viewed critically by both students and lecturers, while the course atmosphere was seen positively. The relevance of doctor-patient communication was assessed particularly highly in the online format.
Based on the results of the evaluation, the experience gained from the blended-learning format will be included into future iterations of the communication course at Goethe University Frankfurt. The results have shown that doctor-patient communication can be learned well online. This format can therefore be recommended for new learning concepts in the future.
本研究旨在探讨是否可以成功地将大约 400 名学生的沟通课程转换为混合学习模式（异步理论课程/同步数字实践课程）。因此，主要重点是评估主观学习进展以及在线传达沟通和医患沟通重要性的程度。该研究基于对参与课程的学生和讲师的意见评估结果。
2020 年第四学期的学生在课程开始时和完成后填写自我评估表。还评估了讲师提供的反馈。为了比较结果并确定可能的差异，还考虑了过去 10 年（源自传统课堂课程）的相应自我评估和评估结果。
在线课程的参与者报告了明显的主观学习进展，并且比前几年的传统课程报告的进展更大。学生和讲师都对在线格式的适用性持批评态度，而对课程氛围则持积极态度。医患沟通的相关性在在线格式中得到了特别高的评估。
基于评估结果，法兰克福歌德大学将在未来的沟通课程迭代中纳入混合学习模式的经验。结果表明，医患沟通可以在线很好地学习。因此，这种格式可以推荐用于未来的新学习概念。
