Schmitz Lisa, Betz Christian S, Böttcher Arne, Häußler Sophia M, Praetorius Mark
Klinik und Poliklinik für Hals‑, Nasen‑, Ohrenheilkunde, Universitätsklinikum Hamburg-Eppendorf, Hamburg, Deutschland.
Klinik und Poliklinik für Hals‑, Nasen- und Ohrenheilkunde, Kopf- und Neurozentrum, Universitätsklinikum Hamburg-Eppendorf, Martinistr. 52, 20246, Hamburg, Deutschland.
HNO. 2024 May;72(5):325-333. doi: 10.1007/s00106-024-01437-8. Epub 2024 Feb 19.
Digitalization has long been an integral part of students' everyday lives and increasingly also of their medical training. It seems to be an unwritten law that "digital natives" want as much digitalization as possible. This study aims to shed more light on how students in the clinical phase of medical studies perceive the increasing digitalization of teaching and what they need for good education.
This study analyzed two surveys that were conducted using an online questionnaire. On the one hand, students in the 5th-9th semesters of the medical faculty at the University of Hamburg (n = 282) were surveyed (survey 1). Another survey addressed all employees of ENT clinics in Germany (n = 175; survey 2).
A total of 76 students took part in survey 1 and 123 lecturers in survey 2. The results show that both students and lecturers do not want face-to-face teaching to be completely replaced by digital formats. A total of 72.7% of students reject the possibility of teaching practical skills through digital formats. The majority of students surveyed stated that offline formats improve their concentration (61.1%), participation probability (63.9%), and motivation to learn (76.6%). In contrast, 40.2% of lecturers see digitalization as a way to reduce the workload without any relevant loss in teaching quality.
Digital teaching formats have a negative impact on the medical education of the students surveyed. Interaction and physical presence are needed to increase the motivation to learn. This leads to the first conclusion that students are critical of the increasing digitalization of medical studies.
长期以来，数字化一直是学生日常生活中不可或缺的一部分，在他们的医学培训中亦是如此。似乎有一条不成文的规定，即“数字原住民”希望尽可能多地实现数字化。本研究旨在更深入地了解医学学习临床阶段的学生如何看待教学日益数字化的现象，以及他们接受良好教育需要什么。
本研究分析了通过在线问卷进行的两项调查。一方面，对汉堡大学医学院第5至9学期的学生（n = 282）进行了调查（调查1）。另一项调查针对德国耳鼻喉科诊所的所有员工（n = 175；调查2）。
共有76名学生参与了调查1，123名讲师参与了调查2。结果表明，学生和讲师都不希望面对面教学被数字形式完全取代。共有72.7%的学生拒绝通过数字形式教授实践技能的可能性。大多数接受调查的学生表示，线下形式提高了他们的注意力（61.1%）、参与概率（63.9%）和学习动力（76.6%）。相比之下，40.2%的讲师认为数字化是减轻工作量的一种方式，且教学质量不会有任何相关损失。
数字教学形式对接受调查的学生的医学教育有负面影响。需要互动和亲身在场来提高学习动力。由此得出第一个结论，即学生对医学学习日益数字化持批评态度。
