Bericht aus der Praxis/Practice Report: How to successfully establish PAL in medical education. 10 tips to succeed in PAL-based courses in undergraduate medical education (UGME)

Hofer, Matthias; Klein, Kathrin; Malzkorn, Bastian; Martin, Alice; Weigel, Christian; Martin, Ole

doi:10.1016/j.zefq.2017.05.029

Cited by 9 publications

(5 citation statements)

References 21 publications

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“…However, in order to create a learner-friendly atmosphere and to enable students to get the most benefits out of an US course, it is necessary to design US courses in a way that students can use them according to their needs. As shown in other studies ( 11 , 19 ), it is possible to design high-quality USMed despite high demand and additional costs. Wolf et al ( 7 ) suggested that one possibility would be to use peer tutors.…”

Section: Discussionmentioning

confidence: 76%

Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

Recker

Barth

et al. 2021

Front. Med.

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Background: Despite ultrasound being an inherent part of medical education, only a few German medical schools have established a comprehensive ultrasound curriculum. This study aimed to explore medical students' perspectives on ultrasound in medical education (USMed).Results: Between January 1st, 2019 und June 30th, 2019, an online survey was conducted among German medical students via the students' associations and their respective teaching facilities. The survey consisted of 17 items regarding USMed. Statements were rated on a 4-point Likert scale for agreement. In total, 1040 students from 31 German medical faculties participated. The majority (1021, 98.2%) reported a very high to high interest in curricular USMed. Students agreed (n = 945, 90.9%) that USMed would be helpful along their entire course of medical studies. Considering the best starting time for USMed, the opinions of German medical students diverged: students studying in a model curriculum preferred to start in the second year (40.7%) while 49% of the students studying in a traditional curriculum preferred to start in the third year (p ≤ 0.001). An insufficient allotment of time for USMed in the planned curriculum (675, 65%) and a lack of courses run by medical faculty (305, 29.4%) were listed as perceived significant barriers to the participation in USMed. Peer teaching was regarded as an effective method in realizing USMed by 731 (70.3%) students.Conclusion: German medical students are very interested and willing to participate in USMed. There appears to be a high demand for US courses offered by medical schools.

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Section: Discussionmentioning

confidence: 76%

Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

Recker

Barth

et al. 2021

Front. Med.

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“…Another influencing cofactor could have been that it is increasingly difficult for highly experienced instructors to anticipate the needs of young colleagues at the beginning of their sonographic training. This educational advantage as one of the positive side-effects of peer-teaching has already been widely discussed and could be shown by numerous studies related to positive effects of peer-teaching formats 12 13 14 15 16 .…”

Section: Discussionmentioning

confidence: 88%

Influence of Clinical Expertise Between Clinician-Instructors Versus Student-Instructors on the Effectiveness of Ultrasound Courses

Hofer

Kamper

Heussen³

et al. 2020

Ultraschall Med

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Purpose To investigate how the extent of an ultrasound instructor’s clinical expertise influences the level of hands-on ultrasound competency achieved by clinicians after three-day ultrasound courses in abdominal and emergency ultrasound. The second goal was to determine how physicians in residency rate the sonographic and didactic skills of student instructors compared to medical staff instructors. Method A total of N = 100 residents participating in a 3-day ultrasound workshop were randomly trained either by 15 student instructors or by clinical staff physicians, both with > 2 years of teaching experience. Both instructor groups had previously completed 120 hours of didactic instructor training. Ultrasound competencies were assessed by a standardized objective structured clinical examination (OSCE) of healthy individuals. The sonographic and didactic skills of both instructor groups were rated by questionnaires with six-step Likert items (1 = excellent, 6 = poor). Results The cohort, trained by student instructors, achieved the same scoring level as the second cohort, trained by physician instructors (mean score 76.4, versus 73.7 of max. 100 points, p = 0.28) in the final OSCE. The sonographic qualification was rated for student educators as 1.44 (mean) [1.1–1.62], versus residents 1.46 [1.26–1.61], versus attendings 1.29 [1.05–1.61]. Didactic skill levels were rated without significant differences with means of 1.53, 1.57 and 1.53, respectively. Discussion & Conclusion The didactic competence of student instructors does not differ statistically from the competency levels of experienced physicians. In terms of the acquired ultrasound skills of trainees, our data indicate that student instructors can be as efficient as staff instructors. Therefore, student instructors can be employed as resource-saving ultrasound educators without decreasing the skills level achieved by course participants, provided that they previously underwent a comprehensive didactic and sonographic training program.

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“…Since “House MD” is very well known by most of our students, they are attracted by the fact that we deliver medical information with a high proportion of entertainment. In general, it is recommended to establish a learning and teaching climate to make the learning experience fun [ 14 , 15 ]. Moreover, in a team context humor patterns are able to trigger positive socioemotional communication, procedural structure, and even new solutions [ 16 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching medicine with the help of “Dr. House”

et al. 2018

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TV series such as “House MD”, “Grey´s Anatomy” or “Emergency Room” are well perceived by medical students. Seminars featuring medical TV series such as “House MD” might serve as door-opener to attract medical students to learn more about rare diseases. The TV series “House MD” is troublesome for the main character Dr. House is an excellent diagnostician but at the same time a rather misanthropic person. Therefore, lecturing medicine with the help of “House MD” requires constant evaluation. From 2008 to 2016 we are using the well-known TV series “House MD” continuously to attract medical students and teach them about rare diseases as well as diagnostic strategies. We collected from 213 students a detailed questionnaire assessing their learning experience. 76.6% of our students (n = 157) reported to watching medical dramas on a regular basis. The Dr. House seminar was compared to traditional seminars and our students reported an improved learning effect (69.9%), better concentration (89.7%), higher motivation to participate (88.7%), and more fun (86.7%) (all p<0.001). The students see Dr. House’s behavior quite critically. Likert assessment on a 5-point scale identified strong disagreement with Dr. House´s interpersonal skills in dealing with his colleagues (median = 1) and patients (median = 1). At the same time, the students strongly agreed with his outstanding diagnostic (median = 5) and therapeutic capabilities (median = 4). Medical students visiting a Dr. House teaching seminar are highly motivated to learn more about rare diseases. They were positively influenced by TV series such as Dr. House to improve their diagnostic and clinical skills. At the same time, they are critical enough not to see Dr. House as a role model for their own personality. Well performed medical TV shows such as Dr. House can successfully be used in an educational setting to motivate medical students to come into seminars to learn more about rare diseases.

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Bericht aus der Praxis/Practice Report: How to successfully establish PAL in medical education. 10 tips to succeed in PAL-based courses in undergraduate medical education (UGME)

Cited by 9 publications

References 21 publications

Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

Influence of Clinical Expertise Between Clinician-Instructors Versus Student-Instructors on the Effectiveness of Ultrasound Courses

Teaching medicine with the help of “Dr. House”

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