Prediger Sarah, Gärtner Julia, Jebram Lea, Harendza Sigrid
Universitätsklinikum Hamburg-Eppendorf, III. Medizinische Klinik, Hamburg, Germany.
GMS J Med Educ. 2025 Apr 15;42(2):Doc21. doi: 10.3205/zma001745. eCollection 2025.
A strategy-based evaluation of new teaching or examination formats is recommended in order to check their suitability before a possible integration into a medical curriculum. The aim of the project was to evaluate an established formative competence- and simulation-based examination format for medical students in a standardized way.
In a realistic simulation of a first working day in hospital, medical students at the end of their studies were given the opportunity to test their medical competences and to develop them further on the basis of self-assessment and feedback. In the years 2020 to 2023, a total of 879 students participated. This included 707 students in their final year (PJ) and 172 students before their PJ. The simulation format was evaluated in a standardized manner based on the Stanford criteria for evaluating clinical teaching. The free text comments were analyzed by content using MAXQDA.
The quality of the training, the practical learning content and aspects of the individual training phases are the most important areas of the student evaluation. The learning atmosphere, the leadership and the assessments and feedback received are described positively. There are also clear indications that the simulation format promotes understanding and retention and supports self-directed learning well. Overall, participants gave the teaching format an average school grade of 1.26±.45. Some evaluation results have already been implemented in the adaptation of the simulation.
The integration of the simulation format into medical curricula can be recommended on the basis of this evaluation. Further development of the format is also possible.
建议对新的教学或考试形式进行基于策略的评估，以便在可能纳入医学课程之前检查其适用性。该项目的目的是以标准化方式评估一种既定的、基于能力形成和模拟的医学生考试形式。
在对医院第一个工作日的真实模拟中，即将毕业的医学生有机会测试他们的医学能力，并在自我评估和反馈的基础上进一步提升。在2020年至2023年期间，共有879名学生参与。其中包括707名最后一年的学生（PJ）和172名PJ之前的学生。根据斯坦福临床教学评估标准，以标准化方式对模拟形式进行了评估。使用MAXQDA对自由文本评论进行了内容分析。
培训质量、实践学习内容和各个培训阶段的方面是学生评估中最重要的领域。学生对学习氛围、领导力以及所获得的评估和反馈给予了积极评价。也有明确迹象表明，模拟形式促进了理解和记忆，并很好地支持了自主学习。总体而言，参与者给这种教学形式的平均成绩为1.26±.45。一些评估结果已在模拟的调整中得到应用。
基于此次评估，可建议将模拟形式纳入医学课程。该形式也有可能进一步发展。
