An overview of and approach to selecting appropriate patient representations in teaching and summative assessment in medical education

Bauer, Daniel; Lahner, Felicitas-Maria; Schmitz, Felix; Guttormsen, Sissel; Huwendiek, Sören

doi:10.4414/smw.2020.20382

Cited by 8 publications

(5 citation statements)

References 72 publications

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“…Our ndings in this research project are congruent with the literature that communication training online was feasible and surprisingly well accepted [69]. For the future, given that online training is well implemented, it can produce multiple bene ts for clinical learners by providing controlled opportunities to practice rare and critical events in safe environments excluding the risk to patients [70].…”

Section: Discussionsupporting

confidence: 83%

“…A strategic focus for DLT is needed including re ections on the future goals of teaching in medical education. Educators must be enabled to support students in effective and e cient learning, in multiple ways [70]. Medical schools and education institutions are advised to promote facilitating factors to effective online learning and address barriers hindering effective DLT implementation.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic. Swiss perspectives in light of international experiences

Gogollari

Mitchell

Guttormsen

2022

Preprint

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Background In a short amount of time, because of the pandemic, all universities had to switch to digital learning and teaching (DLT). The advantages and obstacles of DLT are well reported in research. Although, present solutions to the obstacles are not optimal. To ensure a sustainable DLT implementation, the needs of institutions, educators and students should be aligned. Objective This paper aims at identifying and describing the experiences made at the Swiss medical schools after having to suddenly switch from on-site to on-line teaching; in particular, the experienced issues, needs, and solution approaches shall be investigated. Methods Initially, we conducted a literature review from which we seek to derive themes and subthemes regarding the central aspects of the transition from on-site to on-line teaching. Then, we conducted a semi-structured interviews with people responsible for the medical curricula at the Swiss Medical Schools. We used a purposive sampling method and invited key persons at the following Swiss Medical Schools: Basel, Bern, Freiburg, Geneva, Lausanne, Zürich, and also the ETHZ. The interviews were conducted in English, audio-recorded, transcribed verbatim. Subsequently the data collected was organized, stored and analysed with the software Nvivo. We used a qualitative, deductive, content analysis to explore faculty experiences. Results Twenty-four articles met the eligibility criteria and were included for full text screening. Of the included articles, 15 reported on DLT in general and nine articles reported on DLT during the Pandemic. The thematic analysis of the interviews resulted in four overall themes, requirements, obstacles, facilitators and advantages. Results are organized by theme linked to specific characteristics of stakeholders. Curriculum managers shared their perspectives during interviews that institutions were relatively unprepared for the quick transition from onsite to online at the onset of the pandemic. Conclusions Our research reports a lack of institutional structures, communication, digital competences and literacy, teaching strategies, as well as a theoretical foundation for DLT implementation. A conceptual DLT framework adapted to the Swiss universities going beyond the current situation is needed.

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic. Swiss perspectives in light of international experiences

Gogollari

Mitchell

Guttormsen

2022

Preprint

Self Cite

View full text Add to dashboard Cite

show abstract

“…Our findings in this research project are congruent with the literature that communication training online was feasible and surprisingly well accepted [ 72 ]. For the future, given that online training is well implemented, it can produce multiple benefits for clinical learners by providing controlled opportunities to practice rare and critical events in safe environments excluding the risk to patients [ 73 ].…”

Section: Discussionmentioning

confidence: 99%

“…A strategic focus for DLT is needed including reflections on the future goals of teaching in medical education. Educators must be enabled to support students in effective and efficient learning, in multiple ways [ 73 ]. Medical schools and education institutions are advised to promote facilitating factors to effective online learning and address barriers hindering effective DLT implementation.…”

Section: Discussionmentioning

confidence: 99%

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

Gogollari,

Mitchell,

Guttormsen

2024

BMC Med Educ

Self Cite

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Background During the pandemic, all universities had to switch to digital learning and teaching (DLT), the experiences were diverse. The advantages and obstacles of DLT are well reported in research. To ensure a sustainable DLT implementation, the requirements of institutions, educators and students should be aligned. Objective This paper aims at identifying and describing the experiences made at the Swiss medical schools after having to switch from on-site to on-line teaching; in particular, the experienced issues, requirements, and solutions were investigated and compared to international literature. Methods We conducted a literature review to derive themes and subthemes regarding the central aspects of the transition from on-site to on-line teaching. Also, we conducted semi-structured interviews with people responsible for the medical curricula at the Swiss Medical Schools. We used a purposive sampling method and invited eleven curriculum managers at the seven Swiss Medical Schools. The interviews were conducted in English, audio-recorded and transcribed. Subsequently the data was analysed with the software NVivo. We used a qualitative, deductive, content analysis to explore faculty experiences. Results Twenty-four articles met the eligibility criteria and were included for full text screening. Of the included articles, 15 reported on DLT in general and nine articles reported on DLT during the Pandemic. The thematic analysis of the interviews resulted in four overall themes, requirements, obstacles, facilitators and advantages. Curriculum managers reported that institutions were relatively unprepared for the quick transition from onsite to online at the onset of the pandemic. Conclusions Our research reports a lack of institutional structures, communication, digital competences and literacy, teaching strategies, as well as a theoretical foundation for DLT implementation. A conceptual framework for DLT adapted to the Swiss universities beyond the current situation is needed.

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“…Current methods of summative assessment such as written or oral exams are imperfect and need to be improved to better benefit programs, learners, and ultimately patients [ 7 ]. A good summative assessment should sufficiently reflect clinical practice to provide a meaningful assessment of competencies [ 1 , 8 ]. While some could argue that oral exams are a form of verbal simulation, hands-on simulation can be seen as a solution to complement current summative assessments and enhance their accuracy by bringing these tools closer to assessing the necessary competencies [ 1 , 2 ].…”

Section: Introductionmentioning

confidence: 99%

Simulation-based summative assessment in healthcare: an overview of key principles for practice

et al. 2022

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Background Healthcare curricula need summative assessments relevant to and representative of clinical situations to best select and train learners. Simulation provides multiple benefits with a growing literature base proving its utility for training in a formative context. Advancing to the next step, “the use of simulation for summative assessment” requires rigorous and evidence-based development because any summative assessment is high stakes for participants, trainers, and programs. The first step of this process is to identify the baseline from which we can start. Methods First, using a modified nominal group technique, a task force of 34 panelists defined topics to clarify the why, how, what, when, and who for using simulation-based summative assessment (SBSA). Second, each topic was explored by a group of panelists based on state-of-the-art literature reviews technique with a snowball method to identify further references. Our goal was to identify current knowledge and potential recommendations for future directions. Results were cross-checked among groups and reviewed by an independent expert committee. Results Seven topics were selected by the task force: “What can be assessed in simulation?”, “Assessment tools for SBSA”, “Consequences of undergoing the SBSA process”, “Scenarios for SBSA”, “Debriefing, video, and research for SBSA”, “Trainers for SBSA”, and “Implementation of SBSA in healthcare”. Together, these seven explorations provide an overview of what is known and can be done with relative certainty, and what is unknown and probably needs further investigation. Based on this work, we highlighted the trustworthiness of different summative assessment-related conclusions, the remaining important problems and questions, and their consequences for participants and institutions of how SBSA is conducted. Conclusion Our results identified among the seven topics one area with robust evidence in the literature (“What can be assessed in simulation?”), three areas with evidence that require guidance by expert opinion (“Assessment tools for SBSA”, “Scenarios for SBSA”, “Implementation of SBSA in healthcare”), and three areas with weak or emerging evidence (“Consequences of undergoing the SBSA process”, “Debriefing for SBSA”, “Trainers for SBSA”). Using SBSA holds much promise, with increasing demand for this application. Due to the important stakes involved, it must be rigorously conducted and supervised. Guidelines for good practice should be formalized to help with conduct and implementation. We believe this baseline can direct future investigation and the development of guidelines.

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An overview of and approach to selecting appropriate patient representations in teaching and summative assessment in medical education

Cited by 8 publications

References 72 publications

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic. Swiss perspectives in light of international experiences

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic. Swiss perspectives in light of international experiences

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

Simulation-based summative assessment in healthcare: an overview of key principles for practice

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