Search

Aim: During the COVID-19 pandemic, social restrictions significantly impacted post-graduate training in pediatric surgery. This paper describes the implementation and continuation of a German-language, online training program for pediatric surgery residents, named "KiWI" (Kinderchirurgische Weiterbildung im Internet), which was established during the period of social distancing. Method: "KiWI" was designed as a monthly, post-graduate online seminar course that combined practical relevance with theoretical knowledge. The teaching methods included case presentations by residents, active participant engagement through multiple-choice questions, and chat interactions. Course evaluation was conducted via an online questionnaire. The program was specifically tailored to meet the needs of the residents through close collaboration with them. Results: Between February 2021 and September 2023, an average of 53 participants (M=53; SD=20) attended each session, with no correlation observed between attendance and the level of social restrictions. Fifty-seven percent of the participants were residents, with over half being in their fifth year or beyond of post-graduate training. Evaluations indicated a high level of satisfaction with the topics and course design. Lecturers showed great willingness to participate voluntarily, and moderators facilitated the sessions to support the lecturers. Technical issues were addressed through pre-session test runs. Conclusion: The "KiWI" project demonstrates the potential of online continuing education as a resource-efficient supplement to post-graduate medical education. The program achieved high levels of acceptance and accessibility, showcasing the effectiveness of a decentralized online seminar format with interactive, case-based teaching methods. [ABSTRACT FROM AUTHOR]

Background: In modern medical education, traditional face-to-face teaching is increasingly being supplemented by innovative teaching methods, such as case-based learning or e‑learning. Aim of the work: Design and evaluation of a new course concept in thoracic surgery to motivate students and at the same time find ways to relieve the medical staff in their teaching activities. Material and methods: All students of the third clinical semester at the University of Regensburg completed a case-based course on the topic of pulmonary nodules in the summer semester 2016 and winter semester 2016/2017 as part of the practical course in thoracic surgery. This involved a moderated face-to-face seminar for one group of students and a purely online event for the other group. The knowledge gain and the subjective learning experience of the students were evaluated via questionnaires. Results: A total of 190 students took part in the courses, 88 in the face-to-face course and 102 in the online course. Although both groups recorded a significant increase in knowledge as a result of the course intervention, the students in the face-to-face course showed significantly higher subjective satisfaction compared to their peers in the online course. Conclusion: Case-based learning was shown to be a promising concept in thoracic surgery education, although establishing online learning procedures proved to be more challenging than presence-based teaching. [ABSTRACT FROM AUTHOR]

Copyright of Ethik in der Medizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Due to the decentralized distribution of family medicine teaching practices in Thuringia and against the background of the SARS-CoV-2-restrictions, the academic teaching of students during the practical year was complemented by a blended learning (BL) format in order to enable time- and location-independent learning. BL refers to the combination of classroom and synchronous or asynchronous online learning situations. This article describes the development, implementation and evaluation of an accompanying seminar in the BL-format. Methods: The didactic concept was based on the constructive alignment. To achieve the learning objectives, the approach of case-based learning was chosen. In the initial online-phase, a corresponding learning environment with a virtual case was created. In different folder levels, students found a welcome field, organizational information, and the patient record with a link to the virtual work platform where assignments were completed. In the subsequent presence-phase, knowledge was secured via mc questions and the aspects resulting from the assignments were processed and discussed. Results: The course reached a total of nine medical students in their practical year. A cardiovascular clinical case was chosen for the vignette. In addition to evaluating an ECG, cardiovascular risk scores were to be calculated, laboratory values interpreted, and medication suggestions provided. The sequence was designed in such a way that the students, guided by questions, elaborate the workflow of a family physician in a structured way. In the presence-phase, the acquired knowledge is secured and discussed. Overall, the majority of the nine students agreed with the positively formulated statements on the digital learning environment. Conclusions: The described BL-module proved to be suitable to bring casebased learning into a digital framework, to further use the advantages of face-to-face teaching and to respond to the decentralized distribution of teaching practices in family medicine in Thuringia. [ABSTRACT FROM AUTHOR]

Copyright of Der Unfallchirurg is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hochschullehre is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has led to massive and aprupt changes in the training of health care professionals. Especially hands-on training can no longer take place in the usual form in everyday clinical practice. Rotations on the interprofessional training ward in Pediatrics (IPAPAED) at the University Medical Center Freiburg, had to be suspended starting March 2020. This report presents the interprofessional Covid-19 Replacement Program (I-reCovEr) as an alternative learning format for a rotation on the IPAPAED at the Center for Pediatric and Adolescent Medicine. I-reCovEr offers opportunities for pediatric nursing trainees (n=6) and medical students (n=9) to learn together, taking hygienic and distancing measures into account. Based on a case study, selected learning aspects regarding interprofessional cooperation and communication are targeted. The participants report increased knowledge about the work of the other professional group in the evaluation using the Interprofessional Socialization and Valuing Scale (ISVS) -9A. In comparison to participants of the IPAPAED, however, the self-evaluation did not reveal any self-perceived acquisition of other interprofessional skills or competences. I-reCovEr can therefore serve as an introduction to interprofessional training, but it cannot replace interprofessional learning and working on an interprofessional training ward. [ABSTRACT FROM AUTHOR]

Introduction: Auscultation skills are among the basic techniques to be learned in medical school. Such skills are achieved through supervised examination of patients often supported by simulator-based learning. The emergence of COVID-19 has disrupted and continues to hinder hands-on on-site medical training on a global scale. Project description: An effective virtual auscultation course was established in times of contact restrictions due to COVID-19 at the Medical Faculty of the Heinrich Heine University Düsseldorf. The interactive case-based webinar was designed to improve listening techniques, description and interpretation of auscultation findings in an off-site context. Clinical cases with pre-recorded auscultation sounds and additional case-based diagnostics were presented. The course focused on common heart murmurs including aortic and mitral valve stenosis and regurgitation as well as congenital heart defects (ventricular septal defect and patent ductus arteriosus). Results: The course was well received by the students and assessed as being useful and instructive. Assessment of learning effects, such as detection of pathological findings before and after training, is ongoing as part of a subsequent trial. Conclusion: Virtual interactive learning using a sound simulation lesson with clinical case presentations via video chat can well be used as a supplement to practical auscultation training. This learning format could also play a useful role in the curriculum of medical studies once contact restrictions are revoked. [ABSTRACT FROM AUTHOR]

Objective: COVID-19 challenges curriculum managers worldwide to create digital substitutes for classroom teaching. Case-based teaching formats under expert supervision can be used as a substitute for practical bedside teaching, where the focus is on teaching clinical reasoning skills. Methods: For medical students of LMU and TU Munich, the interactive, case-based, and supervised teaching format of Clinical Case Discussion (CCD) was digitised and implemented as dCCD in their respective curricula. Case discussions were realised as videoconferences, led by a student moderator, and took place under the supervision of a board-certified clinician. To prevent passive participation, additional cognitive activations were implemented. Acceptance, usability, and subjective learning outcomes were assessed in dCCDs by means of a special evaluation concept. Results: With regard to acceptance, students were of the opinion that they had learned effectively by participating in dCCDs (M=4.31; SD=1.37). The majority of students also stated that they would recommend the course to others (M=4.23; SD=1.62). The technical implementation of the teaching format was judged positively overall, but findings for usability were heterogeneous. Students rated their clinical reasoning skills at the end of the dCCDs (M=4.43; SD=0.66) as being significantly higher than at the beginning (M=4.33; SD=0.69), with low effect size, t(181)=-2.352, p=.020, d=0.15. Conclusion: Our evaluation data shows that the dCCD format is well-accepted by students as a substitute for face-to-face teaching. In the next step, we plan to examine the extent to which participation in dCCDs leads to an increase in objectively measured clinical reasoning skills, analogous to a face-to-face CCD with on-site attendance. [ABSTRACT FROM AUTHOR]

Background: Clinical reasoning (CR) is a clinical core competence for medical students to acquire. While the necessity for CR teaching has been recognized since the early 20th century, to this day no consensus on how to best educate students in CR exists. Hence, few universities have incorporated dedicated CR teaching formats into their medical curriculum. We propose a novel case-based, peer-taught and physician- supervised collaborative learning format, dubbed "Clinical Case Discussions" (CCDs) to foster CR in medical students. Project description: We present the curricular concept of CCDs and its development according to a six-step approach (problem identification and general needs assessment; targeted needs assessment; goals and objectives; educational strategies; implementation; evaluation and feedback). Our goal is to strengthen the physician roles (Can- MEDS/NKLM) and CR competence of medical students. CCDs are offered at our institution as an elective course and students work on real-life, complex medical cases through a structured approach. Over the course of five years we evaluated various aspects of the course and trained student teachers to optimize our course concept according to the feedback of our participants. We also obtained intro and exit self- assessments of CR competence using an established CR questionnaire. Results:We found an unmet need for CR teaching, asmedical students in their clinical years view CR as highly important for later practice, but only 50% have ever heard of CR within the curriculum. Acceptance of CCDs was consistently high with over 85% of participants strongly agreeing that they would re-participate in the course and recommend it to a friend. Additionally, we observed significant improvements in CR self-assessments of participants. Conclusion: CCDs are a feasible teaching format to improve students' CR competence, have a high acceptance and involve students in medical education through peer-teaching. [ABSTRACT FROM AUTHOR]

Copyright of Der Schmerz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Monatsschrift Kinderheilkunde is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Zielsetzung: Ärztinnen und Ärzte in Weiterbildung (ÄiW) Allgemeinmedizin haben überwiegend wenig Austausch mit ihrer Peer Group, weil sie meist die einzigen ÄiW sind, die zu einer gegebenen Zeit in dem entspre chenden Fachbereich bzw. der Praxis arbeiten. Die hier vorgestellte Online-Plattform „KOLEGEA“ hat daher das Ziel, die Weiterbildung Allgemeinmedizin in Deutschland durch den virtuellen Austausch zu unterstützen. Methodik: In einem interdisziplinären Forschungsprojekt wurde 2012 eine Online-Plattform etabliert, die Ärztinnen und Ärzten in Weiterbildung ÄiW) mittels ihrer Einheitlichen Fortbildungsnummer (EFN) frei nutzen können. Neben problemorientierten Lernen können anonymisiert ein- gestellte Patientenfälle mit der Gemeinschaft diskutiert und mit erfahrenen Mentoren (Fachärztinnen/Fachärzten für Allgemeinmedizin) in virtuellen Kleingruppen eingeordnet und diskutiert werden. Ergebnisse: Eine anonyme Online-Umfrage im Rahmen der Evaluation in 2014 wies darauf hin, dass die Plattform positiv aufgenommen wurde, wenn auch Zeitmangel als begrenzender Faktor für die Nutzung beschrieben wurde. Die Datenanalyse zeigte, dass die KOLEGEA-Plattform in allen Bundesländern von ÄiW genutzt wurde. Passive Nutzungsmuster überwiegen (90%). Ergänzend wird die Weiterentwicklung der Plattform in 2015/2016 beschrieben, die einen Aktivitätsmonitor als spielerische Lernelemente integriert. Schlussfolgerungen: Die niedrige Response der Online-Umfrage 2014 und die vorläufigen Auswertungen zu Nutzungsmustern lassen nur erste Trends erkennen, ob KOLEGEA den Weiterbildungsprozess unterstützt. Die Plattform wird als hilfreiche Ergänzung zu einer besseren Strukturierung der Weiterbildung Allgemeinmedizin eingeschätzt. [ABSTRACT FROM AUTHOR]

Copyright of Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa) is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unterrichtswissenschaft (Julius Beltz GmbH & Co. KG Beltz Juventa) is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: In preparation for the state examination, many students have open questions and a need for advice. Tutors of the Skills Lab PERLE-„Praxis ERfahren und Lernen“ (experiencing and learning practical skills) have developed a new course concept to provide support and practical assistance for the examinees. Objectives: The course aims to familiarize the students with the exam situation in order to gain more confidence. This enables the students to experience a confrontation with the specific situation of the exam in a protected environment. Furthermore, soft skills are utilized and trained. Concept of the course: The course was inspired by the OSCE-model (Objective Structured Clinical Examination), an example for case-based learning and controlling. Acquired knowledge can be revised and extended through the case studies. Experienced tutors provide assistance in discipline-specific competencies, and help in organizational issues such as dress code and behaviour. Evaluation of the course: An evaluation was conducted by the attending participants after every course. Based on this assessment, the course is constantly being developed. In March, April and October 2015 six courses, with a total of 84 participants, took place. Overall 76 completed questionnaires (91%) were analysed. Discussion: Strengths of the course are a good tutor-participants-ratio with 1:4 (1 Tutor provides guidance for 4 participants), the interactivity of the course, and the high flexibility in responding to the group's needs. Weaknesses are the tight schedule, and the currently not yet performed evaluation before and after the course. Conclusion: In terms of “best practise”, this article shows an example of how to offer low-cost and low-threshold preparation for the state examination. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

[english] Objective: The medical faculties of LMU Munich and CAU Kiel have developed a joint blended learning concept for computer-based learning and practical training of clinical skills: "CliSO – Clinical Skills Online" (). CliSO is implemented in their core curricula with the intention to foster students’ medical examination skills at the preclinical and clinical level. Methods: Both partners contributed their special competencies in the fields of case-based learning (Munich: CASUS e-learning platform) and systematic learning (Kiel: Nickels e-learning platform). The didactic concept comprises the integration of theory and practice. It combines the standardized teaching of the following three components: Clinical skills are trained and reviewed in face-to-face courses. In the e-learning environment, the well-directed combination of case-based and systematic learning together with the chosen diversity of media (video, audio, animation) facilitates situated learning as well as the intelligible presentation of clinical skills and their biomedical background. Both faculties agreed on joint learning objectives and standards. Results and prospects: It was possible to apply the concept to the different target groups at both faculties (first and second study phases) and the differently designed face-to-face courses (Kiel: students examine each other; Munich: patients are examined in addition). Evaluations and studies confirmed the success of this approach, so that a transfer of the concept to other faculties is intended. [german] Zielsetzung: Mit „KliFO – Klinische Fertigkeiten Online“ () haben die Medizinischen Fakultäten der LMU München und der CAU Kiel ein gemeinsames Blended Learning-Konzept zum computergestützten Lernen und praktischen Trainieren von klinischen Untersuchungstechniken entwickelt und in Pflichtveranstaltungen der Curricula integriert. Ziele sind die Verbesserung der Vor- und Nachbereitung von Untersuchungskursen im vorklinischen und klinischen Studienabschnitt und damit einhergehend verbesserte Untersuchungsfertigkeiten der Studierenden bei den ersten Patientenkontakten. Methodik: Beide Partner brachten ihre speziellen Kompetenzen in den Bereichen fallbasiertes Lernen (München, Lernplattform CASUS) und systematisches Lernen (Kiel, Lernplattform Nickels) ein. Das didaktische Konzept beinhaltet die Integration von Theorie und Praxis. Es kombiniert die standardisierte Vermittlung der folgenden drei Komponenten: Im Präsenzunterricht werden die Untersuchungstechniken geübt und reflektiert. Computerbasiert werden durch gezielte Kombination von fallbasiertem und systematischem Lernen zusammen mit einem vielfältigen Medieneinsatz (Video, Audio, Animation) situiertes Lernen gefördert, Untersuchungstechniken anschaulich dargestellt sowie Hintergrundwissen in inhaltlichem und zeitlichem Zusammenhang mit dessen Anwendung vermittelt. Beide Fakultäten haben sich auf gemeinsame Lernziele und Standards geeinigt. Ergebnisse und Ausblick: Das Konzept lässt sich auf die unterschiedlichen Zielgruppen an beiden Fakultäten (1. bzw. 2. Studienabschnitt) und die unterschiedlich gestalteten Präsenzphasen (Kiel: gegenseitige Untersuchung der Studierenden, München: zusätzlich Untersuchungen an realen Patienten) anwenden. Evaluationsergebnisse und Begleitstudien bestätigen den Erfolg dieses Konzepts, sodass nun ein Transfer von KliFO auf andere Fakultäten angestrebt wird.

Mit „KliFO – Klinische Fertigkeiten Online“ wurde an den medizinischen Fakultäten der CAU Kiel und der LMU München ein gemeinsames Blended Learning-Konzept zum computergestützten Lernen und praktischen Trainieren von klinischen Untersuchungstechniken für Medizinstudenten entwickelt (http://www.cliso.de). Das didaktische Konzept beinhaltet die standardisierte und Lernziel-bezogene Vermittlung klinischer Untersuchungstechniken und sensomotorischer Fertigkeiten und die Verbindung von typischen Fallbeispielen mit biomedizinischem Hintergrundwissen. Beide beteiligten Fakultäten brachten hierbei ihre speziellen Kompetenzen und Erfahrungen in den Bereichen systematisches (Kiel: Lernplattform Nickels) bzw. fallbasiertes Lernen (München: Lernplattform CASUS® ) ein. Eine Single-Sign-On-Lösung wurde durch Einsatz eines SCORM/AICC-HACP-Protokolles verwirklicht und erlaubt den direkten und gezielten Zugriff auf freigegebene Inhalte beider Lernplattformen und den Austausch der Ergebnisse der Lernzielkontrollen.KliFO wurde in das vorklinische und klinische Curriculum integriert. Evaluationen in beiden Studienabschnitten bestätigen den Erfolg des Ansatzes in inhaltlich-didaktischer und technischer Hinsicht. Ein Transfer des Konzeptes auf andere Fakultäten wird angestrebt.

[english] Introduction: Concept mapping tools have long been established in medical education as an aid for visualizing learning processes in computer-based programs. The case-based learning system CASUS with its mapping tool for visualizing the differential diagnostic reasoning process is an example. It was shown that such tools are well accepted by users and lead to an increased number of diagnostic hypotheses being visualized as maps. However, there is scarce evidence on the quality of user-generated diagnostic hypotheses. This study examines the quality of diagnostic hypotheses obtained with CASUS and whether the quality can be improved through ICD-10 coding as compared with an expert’s solution. Methods: We randomized 192 third-year medical students at the University of Munich into two groups. The students worked in groups of two on one computer. Group A was asked to code their diagnostic hypotheses with an ICD-10 coding browser before entering them into the mapping tool. Group B generated their hypotheses without prior ICD-10 coding. The differential diagnostic reasoning visualizations were analyzed quantitatively and qualitatively. An expert solution was used as reference. Results: Eighty-seven differential diagnoses were evaluated. Group A, using ICD-10 coding, made the correct and precise diagnosis of malaria tropica significantly more often than Group B (p < 0.05). For additional alternative diagnostic hypotheses, no quantitative or qualitative differences were detected. Conclusions: ICD-10 coding in connection with a mapping tool supporting the diagnostic reasoning process improved the accuracy of diagnostic performance in third-year medical students in the case of malaria tropica. [german] Einleitung: Der Einsatz von Concept-Mapping-Tools in computergestützten Lernprogrammen ist in der medizinischen Ausbildung etabliert: Es konnte gezeigt werden, dass diese Werkzeuge zur Visualisierung von Differentialdiagnosen vom Anwender akzeptiert werden und zu einer vermehrten Hypothesenbildung beitragen. Es gibt bisher jedoch wenige Erkenntnisse über die Qualität der dabei vom Anwender erstellten Hypothesen. Die vorliegende Studie untersucht die Qualität der im Netzwerk-Tool im fallbasierten Lernsystem CASUS erstellten Hypothesen und inwieweit diese durch Kodierung mittels ICD10 präzisiert werden können. Methodik: Die Lernenden bearbeiteten zu zweit einen Computerlernfall zum Thema Malaria. Wir randomisierten 192 Teilnehmer der Studie aus dem 3. Studienjahr an der Universität München in zwei Gruppen: Gruppe A wurde gebeten, die erdachten Hypothesen vor der Eingabe in das Netzwerk-Tool mittels eines ICD10-Browsers zu kodieren. Gruppe B erstellte ihre Hypothesen ohne weitere Hilfsmittel. Die Netzwerke wurden quantitativ und qualitativ evaluiert und die Ergebnisse der beiden Gruppen verglichen. Als Referenz diente das von Experten erstellte Netzwerk. Ergebnisse: 87 differentialdiagnostische Netzwerke konnten ausgewertet werden. In Gruppe A mit ICD10-Kodierung der Hypothesen, konnten die Lernenden signifikant häufiger (p

[english] Aims: The new law for medical education (ÄAppO 2002) requires the establishment of at least 98 hours of integrated seminars with inclusion of appropriate clinical subjects. The newly established curriculum committee for the reform of pre-clinical studies (Medicine I) developed a concept for these integrated seminars at Hamburg Medical School. The seminars are taught during the first four semesters every fortnight. Subjects of the seminars are related to other courses taking place at the same time. Important didactic elements of the seminars are multidisciplinarity and case based learning. Other elements are small group work, self- study and short student presentations. Representatives from the different scientific and clinical subjects developed horizontal and vertical connections within Medicine I by planning these seminars.Methods: Integrated seminars were evaluated by the first cohort of students between 2003 and 2005 for quality control. With special instruments seminars were evaluated formatively for each seminar and summatively at the end of every semester. Besides descriptive explanations data were analyzed for systematic connections and differences.Results: Evaluation of the integrated seminars at Hamburg Medical School by students from the first cohort demonstrated high acceptance of the concept. Certain aspects of the course like practical relevance of basic sciences, integration of basic sciences and individual learning progress reached high marks of satisfaction.Conclusion: The integrated seminars at Hamburg Medical School represent a coherent concept for horizontal and vertical connection of scientific and clinical aspects which is well accepted by the students. Evaluation results also indicate possibilities of improvement which will be addressed by modification of individual cases and in the faculty development program.[german] Zielsetzung: Die neue ÄAppO (2002) fordert für den ersten Studienabschnitt (Medizin I) die Einrichtung von mindestens 98 Stunden Integrierter Seminare unter Einbezug geeigneter klinischer Fächer. Das an der Medizinischen Fakultät der Universität Hamburg zur Reform des Studienabschnitts Medizin I eingesetzte Curriculum-Komitee erarbeitete ein Konzept für Integrierte Seminare, die in den ersten vier Semestern in 14-tägigem Rhythmus durchgeführt werden. Die Themen orientieren sich inhaltlich an parallel stattfindenden Unterrichtsveranstaltungen. Wichtige didaktische Elemente der Integrierten Seminare sind Interdisziplinarität und das fallbasierte Lernen. Darüber hinaus prägen die Veranstaltung Kleingruppenarbeit, Selbststudium und Kurzreferate. Vertreter naturwissenschaftlicher und medizinischer Grundlagenfächer sowie klinischer Fächer erarbeiteten durch das Seminar horizontale und vertikale inhaltliche Verknüpfungen im Abschnitt Medizin I.Methodik: Zur Qualitätskontrolle wurden die Integrierten Seminare der ersten Studierendenkohorte von Wintersemester 2003/04 bis Sommersemester 2005 wissenschaftlich begleitet. Anhand spezieller Instrumente wurde die Veranstaltung mit Terminevaluationen formativ und mit Abschlussevaluationen summativ evaluiert. Neben einer deskriptiven Darstellung wurden die Daten auf systematische Zusammenhänge und Unterschiede analysiert.Ergebnisse: Die Evaluation der Integrierten Seminare durch die erste Studierendenkohorte belegt eine große Akzeptanz des Konzepts und eine hohe Zufriedenheit mit zentralen Einzelaspekten der Veranstaltung, z. B. Verdeutlichung der Praxisrelevanz der Grundlagenfächer, Aufzeigen der Vernetzung der Grundlagenfächer und subjektiver Lernerfolg.Schlussfolgerung: Die Integrierten Seminare an der Hamburger Medizinischen Fakultät liefern ein schlüssiges und von den Studierenden akzeptiertes Konzept für horizontale und vertikale inhaltliche Verknüpfungen von Grundlagenfächern mit klinischen Fächern. Außerdem zeigen die Evaluationsergebnisse Verbesserungsmöglichkeiten auf, die u. a. durch Modifikationen einzelner Fallgeschichten und im Faculty-Development-Programm der Fakultät umgesetzt werden können.

[english] A revision of the educational law (ÄAppO) in Germany requires major reorganization of the curricula since 2002. Hamburg Medical Faculty introduced interdisciplinary education into the pre-clinical education integrating case-based and problem-based theoretical knowledge of medical preclinical subjects with practical skills. For this curricular change an independent curriculum committee was established by the faculty board. Reformation was carried out in close cooperation of the departments of medical science and basic science and was accompanied by a central evaluation organized by the office of the vice-dean of education. Curriculum contents were distributed on the basis of an interdisciplinary learning spiral with horizontal and vertical connections of basic and medical science subjects. Basic sciences are strictly focussed on medically relevant topics as required by the new ÄAppO. Case-based learning has become the major focus during "Integrated seminars" where small group discussions, self-studies, essays, and short reports form the basis for modern didactics. Electives are offered on the basis of the research profiles determined by the medical basic sciences. Training of basic medical skills is offered during the course "Introduction to clinical medicine". Students´ parcours through the curriculum are analysed by regular feedback meetings and followed by a computer programme. For better management of information the internet homepage of Hamburg medical faculty was reorganized. Positive results of evaluation and exams confirm a successful reform of the pre-clinical curriculum. [german] Die neue Approbationsordnung für Ärzte (ÄAppO) stellt die Universitäten seit 2002 vor die Aufgabe einer weit reichenden Umstrukturierung des Medizinstudiums. An der Medizinischen Fakultät in Hamburg erfolgte die Einführung einer fächerübergreifenden Ausbildung, die an den medizinischen Grundlagenfächern orientiert fallbasiert und problemorientiert theoretisches Wissen mit praktischen Fertigkeiten für den vorklinischen Studienabschnitt verknüpft. Zur Reform von Medizin I institutionalisierte der Fakultätsrat ein Curriculum-Komitee. Der Reformprozess wurde in enger Kooperation mit Vertretern der medizinischen und naturwissenschaftlichen Grundlagenfächer umgesetzt und wird von einer zentralen Evaluation durch das Prodekanat für Lehre begleitet. Auf Grundlage einer fachübergreifenden Lernspirale mit horizontaler und vertikaler Vernetzung der naturwissenschaftlichen und medizinischen Inhalte wurden die Unterrichtseinheiten nach inhaltlichen und zeitlichen Aspekten neu eingeteilt. Eine strikte Beschränkung der naturwissenschaftlichen Fächer auf medizinisch relevante Inhalte wurde, wie von der ÄAppO vorgeschrieben, umgesetzt. Die vorklinischen Studieninhalte werden in einem horizontal und vertikal vernetzten Kontext, orientiert an den Bausteinen "Grundlagen", "Die Zelle", "Systeme/Organe", gelehrt. Auf der Basis des "Fallbasierten Lernens" bilden in den "Integrierten Seminaren" Kleingruppenarbeit, Selbststudium und Kurzreferate neben Impulsvorträgen eine Grundlage für moderne lerndidaktische Ausbildungskonzepte. Das Wahlfachangebot ist durch das Forschungsprofil der medizinischen Grundlagenfächer geprägt. Das Training basisärztlicher Fertigkeiten findet im Rahmen der "Einführung in die klinische Medizin" statt. Studienverläufe werden durch regelmäßige studentische Feedbackveranstaltungen und ein Computerprogramm analysiert. Die Homepage für die Studierenden wurde zum besseren Informationsmanagement neu gestaltet. Die bislang positiven Evaluations- und Prüfungsergebnisse sprechen für einen erfolgreichen Strukturveränderungsprozess.

The medical faculties at Kiel and Munich University jointly developed the blended learning concept "CliSO - Clinical Skills Online" for computer based and practical training of physical examination skills in undergraduate medical students (http://www.cliso.de). CliSO's didactic concept is based on standardized and learning target 4 oriented mediation of physical examination and sensomotor skills and their association with biomedical basics. Both faculties realized their individual competencies and experiences in systematic (CAU Kiel: Nickels) and case based e-learning (LMU Munich: CASUS®) respectively. Direct and targeted access to contents as well as assessment data was facilitated with single sign on through SCORM/AICC-HACP protocol. CliSO has been integrated into preclinical and clinical curricula. Evaluations in both stages confirm the concept's didactic and technical approach. Transferring CliSO's concept to other faculties seems a justified goal. [ABSTRACT FROM AUTHOR]

Copyright of Der Chirurg is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital and virtual support in the hermeneutic case-based learning in health professional education: A systematic review Abstract. Background: Nowadays, the digitization dominates almost all aspects of our lives, especially in the nursing field. The medial-supported teaching design program helps learners to be prepared for the digital challenges of their professional field. In addition, the concept of hermeneutic casework provides nurses with an expertise that can be applied individually and case-related. Virtual simulations can represent a realistic case scenario and extend the conventional concept of casework with modern technology. Aim: The aim of the review is, to identify national and international used types of virtual and digital medias in connection with the method of hermeneutic casework and describe its usefulness in health education. Methods: A literature review according to the design of a systematic review in the databases CINAHL, MEDLINE via PubMed, Cochrane and Springer Link has been conducted and complemented by the snowball principle. Results: Eleven publications were analysed. The results show predominantly positive effects, which can be divide into eleven areas. Conclusion: The use of virtual patients is considered in both empirical and media-didactic research as an effective and an efficient learning arrangement. In a positive and a negative sense, the results depend from the didactic and methodological preparation, the design of the learning modules and the quality of the medium as well as the teaching.