Krambeck Alexa, Loth Andreas G, Leinung Martin, Syed-Ali Anwar, Filmann Natalie, Kramer Sabine, Baumann Uwe, Stöver Timo, Diensthuber Marc
Klinik für Hals-Nasen-Ohrenheilkunde, Universitätsklinikum Frankfurt, Goethe-Universität, Theodor-Stern-Kai 7, 60590, Frankfurt am Main, Deutschland.
Dekanat des Fachbereichs Medizin, Universitätsklinikum Frankfurt, Goethe-Universität, Theodor-Stern-Kai 7, 60590, Frankfurt am Main, Deutschland.
HNO. 2022 Sep;70(9):655-665. doi: 10.1007/s00106-022-01192-8. Epub 2022 Jun 30.
The Severe acute respiratory syndrome coronavirus type 2 (SARS-CoV‑2) pandemic has significantly changed the education of medical students. Due to the contact restrictions and the associated requirement for distance learning, digital teaching formats had to be implemented within a short period of time. The aim of our work was to analyze student evaluation data for virtual teaching in otorhinolaryngology (ORL) during the SARS-CoV‑2 pandemic and to compare the data with previously obtained evaluation data under face-to-face conditions.
Evaluation data for the block practical courses in winter semester 2020/21 and summer semester 2021, which were carried out in a virtual format with a short face-to-face phase as well as those for the block practical courses from summer semester 2018 to winter semester 2019/20, which had been performed completely in a conventional face-to-face format, were analyzed. The anonymous survey of the students focused on various aspects of the courses such as organization, didactics and learning atmosphere.
Of 16 surveyed categories, 14 (87.5%) showed significantly better evaluation results for the virtual courses compared to the courses carried out previously under face-to-face conditions. This very positive assessment of the digital teaching offer showed no significant change during the course of the pandemic over the period of two semesters.
Our data show a high acceptance of digital teaching in ORL for students. Even though essential components of the medical education such as teaching on the patient and clinical-practical skills can still only be realized in a face-to-face format, our data suggest that digital elements could also play a role in medical education after the SARS-CoV‑2 pandemic.
严重急性呼吸综合征冠状病毒2型（SARS-CoV-2）大流行显著改变了医学生的教育方式。由于接触限制以及远程学习的相关要求，数字教学形式必须在短时间内得以实施。我们研究的目的是分析SARS-CoV-2大流行期间耳鼻咽喉科（ORL）虚拟教学的学生评估数据，并将这些数据与之前在面对面教学条件下获得的评估数据进行比较。
分析了2020/21冬季学期和2021夏季学期以虚拟形式开展且包含短时间面对面教学阶段的模块实践课程的评估数据，以及2018夏季学期至2019/20冬季学期完全以传统面对面形式开展的模块实践课程的评估数据。对学生的匿名调查集中在课程的各个方面，如组织、教学方法和学习氛围。
在16个被调查类别中，与之前面对面教学条件下开展的课程相比，14个类别（87.5%）对虚拟课程的评估结果显著更好。在两个学期的大流行期间，对数字教学服务的这种非常积极的评价没有显著变化。
我们的数据表明学生对耳鼻咽喉科数字教学的接受度很高。尽管医学教育的重要组成部分，如患者教学和临床实践技能仍然只能以面对面的形式实现，但我们的数据表明，数字元素在SARS-CoV-2大流行之后的医学教育中也可以发挥作用。
