Digitalization within the MME study program – teaching and assessment of communicative and interprofessional skills in the Heidelberg module via video conference together with a virtual OSCE course

Pante, Saskia V.; Weiler, Michael; Steinweg, Bernhard; Herrmann–Werner, Anne; Brünahl, Christian; Gornostayeva, Maryna; Brass, Konstantin; Mutschler, Anna; Schaal-Ardicoglu, Andrea; Wagener, Stefan; Möltner, Andreas; Jünger, Jana

doi:10.3205/zma001381

Cited by 2 publications

(4 citation statements)

References 3 publications

(3 reference statements)

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“…Medical students in the interviews and other research described the lack of hands-on teaching as the greatest downside of the digital shift ( 13 , 23 , 34 ), highlighting the need for critical evaluation of newly digitized courses ( 14 , 29 ). From the initial, more reaction-driven stages, participants voiced increasing insecurity and frustration during the third and fourth stages of the transformation, which is consistent with several case reports ( 2 , 21 , 40 , 60 ). Many stakeholders’ assumptions about the limitations of online instruction from the first interview phase were confirmed ( 5 , 14 , 15 , 18 , 29 ).…”

Section: Discussionsupporting

confidence: 88%

“…However, community-based educators expressed regret about insufficient collaboration on didactic concepts and the application of online instruction methods (41). Opportunities for networking (e.g., with other faculty members or educators) both within the Institute and nationally were found lacking, which mirrors existing research (21). The example of Homburg's approach to digitalization of decentral teaching formats might have helped faculty in Tübingen and led to a much better experience for medical students than writing a case report.…”

Section: Stage 3: All Hands On Deckmentioning

confidence: 97%

“…The shift to digital-only teaching can be seen as a major external factor that could trigger a profound change process (62). At least for university hospital teaching, a number of stakeholders have improved their teaching competencies and developed a more differentiated view of online instruction and its implementation in the medical curriculum (18)(19)(20)(21)(22)41). A more systematic implementation of online instruction in this setting can be expected in the future.…”

Section: Stage 6: the Silver Liningmentioning

confidence: 99%

“…The overall experience of online instruction was described as enriching, and many aspects were found to be worthwhile maintaining to complement in-seat teaching (18)(19)(20)(21)(22)(23)(24). Concerning lecturers' attitudes at a later stage in the pandemic, Dorfsman et al identified three types: The enthusiasts who are interested in long-term change but do not get into specifics, the experienced ones who have substantially changed their teaching styles and plan to maintain online instruction in the future, and the critics who have adapted to the circumstances but yearn to return to the "normal" pre-COVID-19 teaching situation (25).…”

Section: Introductionmentioning

confidence: 99%

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‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

Steffen¹,

Fuhr²,

Joos³

et al. 2023

Front. Med.

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The COVID-19 pandemic has been identified as a catalyst for the digitalization of medical education. Less is known about the specific impact of the pandemic on decentralized, community-based education, such as in General Practitioner practices. The aim of this study is to understand the impact of the digital transformation process, triggered by the COVID-19 pandemic. As, family medicine courses involve both university-based and community-based teaching, this study focuses the mode and quality of instruction and instructors in family medicine teaching. A qualitative interview study was conducted. The participants (N = 12) of a multi-perspective Quality Circle in family medicine teaching were interviewed twice: first, in 2019, about digitalization in family medicine teaching in Tübingen, Germany, not yet aware of the global changes and local transformation that would take place shortly thereafter. Second, in a follow-up interview in 2020 about the transition process and digitalization following the impact of contact restrictions during the pandemic. Grounded Theory was used as a qualitative research approach to analyze the complex processes surrounding this transformation. By analyzing the interviews with various stakeholders of community and university-based teaching, a model for the digital transformation process of family medicine teaching at the University of Tübingen in response to an external stimulus (the pandemic) was developed. It involves six chronological steps: “The calm before the storm,” “The storm hits,” “All hands on deck,” “Adrift,” “Reset course,” and “The silver lining.” This model seeks to understand the process of digital transformation and its impact on the teaching institution (medical faculty of the University of Tübingen, Institute for General Practice and Interprofessional Health Care) and instructors from an integrated perspective and thereby critically revisits prior concepts and opinions on the digitalization of medical teaching. Insights gained are presented as key messages.

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Section: Discussionsupporting

confidence: 88%

Section: Stage 3: All Hands On Deckmentioning

confidence: 97%

Section: Stage 6: the Silver Liningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

Steffen¹,

Fuhr²,

Joos³

et al. 2023

Front. Med.

View full text Add to dashboard Cite

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Impact of COVID-19 on digital medical education: compatibility of digital teaching and examinations with integrity and ethical principles

Egarter¹,

Mutschler²,

Brass³

2021

Int J Educ Integr

Self Cite

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The COVID-19 (coronavirus disease 2019) pandemic in 2020 has had a lasting impact on all areas of personal life. However, the political, economic, legal and healthcare system, as well as the education system have also experienced the effects. Universities had to face new challenges and requirements in teaching and examinations as quickly as possible in order to be able to guarantee high-quality education for their students.This study aims to examine how the German-speaking medical faculties of the Umbrella Consortium of Assessment Network (UCAN) have dealt with the challenges but also the opportunities that the outbreak of the COVID-19 pandemic created in medical education and whether digitalisation has been driven forward as a result. In an initial online-survey we focused our questions on the current teaching situation with regard to digitised teaching content, the support or establishment of adequate framework conditions by the medical faculties and IT facilities and also the execution of examinations during the summer semester 2020.Between August and September 2020, a total of 88 examiners, educators, dean of study and/or technical admins from 32 partner faculties took part in the survey. Students were not included in our survey. Most respondents stated that a switch to a digital semester had worked, the use of e-learning increased compared to previous semesters and that most courses could be converted, with the exception of practical courses, which were largely cancelled. The respondents also indicated that most examinations could still be taken, with the exception of practical examination formats, like Objective Structured Clinical Examinations (OSCEs). However, in the case of face-to-face examinations, strict distance and hygiene conditions had to be obeyed or there had to be a switch to distance-online examinations, which raised many open issues such as equal opportunities of students (technical equipment, internet access, premises) and attempts at deception (third-party help with the exam, mutual exchange between students, web search).In conclusion, we identified several issues regarding the rapid transition to a digital semester due to COVID-19 which were categorised into the following topics: Face-to-face teaching could not take place, (2) know-how of educators, (3) integrity aspects, (4) technical aspects, (5) additional personnel required, (6) additional time and effort required for implementation of digital teaching. Our study shows that a switch to digital teaching and distance online examinations is feasible, but many problems were encountered concerning academic integrity and basic ethical principles still need to be solved. In order to investigate whether above mentioned issued could be solved one year after the transition to a digital semester, we conducted a second survey in which the 32 initially surveyed institutions were questioned again.

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Digitalization within the MME study program – teaching and assessment of communicative and interprofessional skills in the Heidelberg module via video conference together with a virtual OSCE course

Cited by 2 publications

References 3 publications

‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

Impact of COVID-19 on digital medical education: compatibility of digital teaching and examinations with integrity and ethical principles

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