Medical Faculty Tuebingen, TIME (Tübingen Institute for Medical Education), Tuebingen, Germany.
Department of Internal Medicine VI/Psychosomatic Medicine and Psychotherapy, University Hospital Tuebingen, Tuebingen, Germany.
PLoS One. 2022 Nov 10;17(11):e0277525. doi: 10.1371/journal.pone.0277525. eCollection 2022.
COVID-19 had a tremendous effect on medical education. Most teaching sessions had to be shifted online, posing additional stress and potential isolation on medical students. However, it also offered the promotion of innovative digital teaching concepts. In this article, an approach to undergraduate mental health training is presented and evaluated. The curriculum was designed according to Kern's six-step approach and consisted of asynchronous online material as well synchronous digital teaching and was accompanied by a plethora of newly developed teaching material (videos, fact sheets, etc.). Content covered the whole spectrum of diseases seen in a service of psychosomatic medicine and psychotherapy (i.e. anxiety, depression, trauma, somatoform and eating disorders, as well as motivational interviewing). Feedback from participants was collected, and exam results (written and practical) were compared to pre-COVID-19 times using t-tests for dependent and independent samples. Students were highly satisfied with the teaching (rating of 1.3 ± 0.6, n = 139 students). There was no significant difference from course evaluations before COVID-19 (1.5 ± 0.5, p > .05). The teaching also received an award in the students' competition "best digital teaching concept in summer term 2020". In the written exams, there was no significant difference between before COVID-19 (2.4 ± 0.45) and during COVID-19 times (1.6 ± 0.39; p > .05). In the practical objective structured clinical examination (OSCE), there was also no significant difference between students' judgement of the difficulty of the station (1.9 ± 0.22 vs 1.9 ± 0.31; p > .05) or how well-prepared they felt for the exam (2.0 ± 0.24 vs 2.0 ± 0.31; p > .05). However, there was a significant difference in terms of grades, with the pre-COVID-19 grades being significantly better (2.7 ± 0.37 vs 2.0 ± 0.44; p < .05), which reflects the difficulty of transferring practical skills training to an online setting. Students particularly valued the possibility of self-directed learning combined with personal guidance by departmental experts, reflecting the importance of wellbeing-centred medical education. The pandemic triggered overnight challenges for teaching mental health that may also offer the opportunity to think about worldwide teaching standards with easily accessible material and courses online. This may offer the opportunity to enthral medical students to become mental health specialists themselves.
COVID-19 对医学教育产生了巨大影响。大多数教学课程不得不转移到线上，这给医学生带来了额外的压力和潜在的隔离感。然而，它也为创新性的数字教学理念的推广提供了机会。本文介绍了一种本科心理健康培训方法，并对其进行了评估。该课程的设计依据 Kern 的六步教学法，包括异步在线材料和同步数字教学，并附有大量新开发的教学材料（视频、资料单等）。课程涵盖了身心医学和心理治疗服务中所见疾病的全貌（即焦虑、抑郁、创伤、躯体形式和饮食障碍，以及动机性访谈）。收集了参与者的反馈，并使用配对样本 t 检验比较了考试成绩（书面和实践）与 COVID-19 前的成绩。学生对教学非常满意（139 名学生的评分为 1.3 ± 0.6）。与 COVID-19 前的课程评估（1.5 ± 0.5，p >.05）没有显著差异。该教学还在 2020 年夏季学期的学生竞赛“最佳数字教学概念”中获得了奖项。在书面考试中，COVID-19 前（2.4 ± 0.45）与 COVID-19 期间（1.6 ± 0.39）之间没有显著差异（p >.05）。在实践客观结构化临床考试（OSCE）中，学生对考试难度的判断（1.9 ± 0.22 与 1.9 ± 0.31；p >.05）或对考试准备情况的评价（2.0 ± 0.24 与 2.0 ± 0.31；p >.05）也没有显著差异。然而，在成绩方面存在显著差异，COVID-19 前的成绩明显更好（2.7 ± 0.37 与 2.0 ± 0.44；p <.05），这反映了将实践技能培训转移到线上环境的难度。学生特别重视自主学习与部门专家个人指导相结合的可能性，反映了以健康为中心的医学教育的重要性。疫情一夜之间给心理健康教学带来了挑战，也为我们思考全球教学标准提供了机会，使在线教学变得更加容易。这可能为吸引医学生成为心理健康专家提供了机会。
