The power of feedback.

The title of this excellent book uses ‘Medical’ in the broadest possible sense, as the information contained within the book is generic to all healthcare teachers. It is a multi-author book, with t...

A Practical Guide for Medical Teachers.

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The Aims of Education and Other Essays

The drivers for curricular change in medical education such as the addition of innovative approaches to teaching, inclusion of technology and adoption of different assessment methods are gaining momentum. In an effort to understand how these changes are impacting and being implemented in gross anatomy, microscopic anatomy, neuroanatomy/neuroscience, and embryology courses, surveys were sent out to course directors/discipline leaders at allopathic Medical Schools in the United States during the 2016-2017 academic year. Participants in the study were asked to comment on course hours, student experiences in the classroom and laboratory, amount of faculty participation, the use of peers as teachers in both the classroom and laboratory, methods used for student assessment and identification of best practices. Compared to data published from a similar survey in 2014, a number of changes were identified: (1) classroom hours in gross anatomy increased by 24% and by 29% in neuroanatomy/neuroscience; (2) laboratory hours in gross anatomy decreased by 16%, by 33% in microscopic anatomy, and by 38% in neuroanatomy/neuroscience; (3) use of virtual microscopy in microscopic anatomy teaching increased by 129%; and (4) the number of respondents reporting their discipline as part of a partially or fully integrated curriculum increased by greater than 100% for all four disciplines. Anat Sci Educ 11: 7-14. © 2017 American Association of Anatomists.

https://onlinelibrary.wiley.com/doi/pdf/10.1002/ase.1760

National survey on anatomical sciences in medical education.

Este articulo se encuentra disponible en la pagina web de la revista en la siguiente URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/ejed.12330

/pdf/technology-enhanced-learning-in-higher-education-how-to-36punx61dp.pdf

Technology-enhanced learning in higher education: How to enhance student engagement through blended learning

Aim
The aim of this study was to assess whether oral hygiene-related self-efficacy is correlated with current oral hygiene and might influence the outcome of oral hygiene instruction.

Materials and Methods
Hundred and twenty-six patients filled out questionnaires about oral hygiene-related self-efficacy, general self-efficacy, oral hygiene-related knowledge and demographic variables. Plaque and gingival inflammation were measured and an individual oral hygiene plan was conducted. After 6 months, oral hygiene indices were assessed again.

Results
Women had significantly higher scores in oral hygiene-related self-efficacy than men (women mean 60.40 ± 9.41; men mean 56.04 ± 11.55; p = 0.039) and oral hygiene-related self-efficacy was significantly correlated with general self-efficacy independent from the age of the patients (r = 0.3114, p = 0.0004). Higher scores in oral hygiene-related self-efficacy were significantly correlated with lower scores of gingival bleeding for non-smoking patients (r = −0.301, p = 0.0066), usage of a professional tooth cleaning within these 6 months (p = 0.0406), reappearance to the follow-up appointment (p = 0.0303), and higher goals in inter-dental cleaning plans (p = 0.0189).

Conclusion
Oral hygiene-related self-efficacy is an influencing factor in the oral hygiene behaviour and has the potential to predict patients’ oral hygiene outcomes.

Oral hygiene-related self-efficacy as a predictor of oral hygiene behaviour: a prospective cohort study.

Introduction: While preparing a graduate survey for medical education in 2008 we realized that no instrument existed that would be suitable to evaluate whether the learning outcomes outlined in the Medical Licensure Act (AAppO) would be met. Therefore we developed the Freiburg Questionnaire to Assess Competencies in Medicine (Freiburger Fragebogen zur Erfassung von Kompetenzen in der Medizin, FKM)1 which has been revised and extended several times since then.

Currently the FKM includes 45 items which are assigned to nine domains that correspond to the CanMEDS roles: medical expertise, communication, team-work, health and prevention, management, professionalism, learning, scholarship, and personal competencies.

Methods: In order to test the reliability and validity of the questionnaire we have repeatedly surveyed medical students and residents since May 2008. In this article we report on the results of a cross-sectional study with 698 medical students from the preclinical and clinical years. In addition, we report the results of a survey of 514 residents who were up to two years into their residency.

Results and conclusions: In summary, results show that the scales of the FKM are reliable (Cronbach’s α between .68 and .97). Significant differences in means between selected groups of students support the measure’s construct validity. Furthermore, there is evidence that the FKM might be used as a screening tool e.g. in graduate surveys to identify weaknesses in the medical education curriculum.

Development of a questionnaire to assess medical competencies: Reliability and validity of the Questionnaire

Derzeit findet ein umfassender gesellschaftlicher Veranderungsprozess statt, der auch die Medizin vereinnahmt. Die „digitale Transformation“ leitet aktuell einen fundamentalen Umwandlungsprozess des uns bislang vertrauten Gesundheitssystems ein, auch des Medizinstudiums. Der Masterplan 2020 sieht zwar eine Veranderung der Studienstruktur und von Ausbildungsinhalten vor, doch bedauerlicherweise limitiert sich der Fokus auf die Ausbildung von Kompetenzen in der Kommunikation und auf das wissenschaftliche Arbeiten, nicht jedoch auf die Ausbildung digitaler Kompetenzen. Die alltaglichen arztlichen Rahmenbedingungen machen aber gerade diese Kompetenzen in zunehmendem Mase unentbehrlich. Im Rahmen der Studierendenausbildung an der HNO(Hals-Nasen-Ohren)-Klinik der Medizinischen Fakultat Freiburg wurde das Seminar „Digitalisierung in der HNO-Heilkunde“ als Pilotprojekt erstmalig implementiert: 141 Studierende absolvierten und evaluierten dieses Seminar im Rahmen des 2‑wochigen Blockpraktikums „HNO-Heilkunde“ im Wintersemester 2017/2018. Inhalt des Seminars war die Vermittlung digitaler Kompetenzen anhand praktischer Beispiele. Die Evaluation ergab ein hohes Interesse der Studierenden an der Thematik im Allgemeinen, aber auch an detaillierteren Unterpunkten zum Thema Digitalisierung. Grundsatzlich waren die Studierenden sehr aufgeschlossen, aber auch kritisch der Thematik gegenuber. Die Akzeptanz des neuen Lehrangebots fiel deutlich positiv aus. Positiv zu werten ist zudem, dass das Lehrkonzept auf andere Fachdisziplinen ubertragbar ist. Folgerichtig ist im Allgemeinen die Berucksichtigung der Ausbildung von „digitalen Kompetenzen“ bei der Umsetzung des Masterplan 2020 dringlich zu empfehlen.

[Mediation of data literacy in curricular education in otorhinolaryngology: watch and wait or anticipatory obedience?]

Objectives: Internationally, scientific and research-related competencies need to be sufficiently targeted as core outcomes in many undergraduate medical curricula. Since 2015, standards have been ...

Benchmarking for research-related competencies - a curricular mapping approach at medical faculties in Germany.

In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students’ clinical decision-making skills. Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.

/pdf/effects-of-additional-team-based-learning-on-students-31wf7c0h19.pdf

Marianne Giesler

Papers

Oral hygiene-related self-efficacy as a predictor of oral hygiene behaviour: a prospective cohort study.

Development of a questionnaire to assess medical competencies: Reliability and validity of the Questionnaire

[Mediation of data literacy in curricular education in otorhinolaryngology: watch and wait or anticipatory obedience?]

Benchmarking for research-related competencies - a curricular mapping approach at medical faculties in Germany.

Effects of additional team-based learning on students’ clinical reasoning skills: a pilot study