Selection procedure human medicine and psychology at the University of Witten/Herdecke: adaptation to the virtual zoom room

Zupanic, Michaela; Schulze-Rohr, Judith; Nitsche, Julia; Ostermann, Thomas; Hofmann, Mahulena; Ehlers, Jan P.

doi:10.3205/zma001363

Cited by 2 publications

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References 4 publications

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“…This is where the opportunities for free time management and reduced commute times seem to pay off. Since students were well equipped and prepared for digital teaching, no new stressors were added [ 38 ].…”

Section: Discussionmentioning

confidence: 99%

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Büssing

Zupanic

Ehlers

et al. 2022

IJERPH

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Background: Because of the COVID-19 pandemic, students had to interrupt their regular studies, and universities changed their teaching formats. The aim of this study was to analyze medical students’ stress perception, wellbeing, life and work satisfaction, and cool down reactions, and to compare the survey data of online and hybrid semesters with pre-pandemic education formats in-person. Methods: Cross-sectional surveys at three time points enrolling 1061 medical students (58% women; 24.4 ± 3.4 years); 30.8% from pre-pandemic formats in-person, 22.8% from pandemic online semesters, and 46.1% from pandemic hybrid semesters. Results: Both students’ stress perception and psychological wellbeing decreased during the pandemic semesters. Their satisfaction with the university support was at its lowest during the hybrid semesters. Regression analyses indicated that students’ stress perception can be explained only to some extent by their general dissatisfaction with their medical studies or teaching formats. Conclusions: The lockdowns affected students in more ways than simply their teaching formats. Students require individual support to adjust to difficult situations, and particularly medical students in their preclinical phase compared to students in their clinical phases. These are challenges for the medical education system, which must find ways to be prepared for future times of crisis and insecurity.

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Section: Discussionmentioning

confidence: 99%

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Büssing

Zupanic

Ehlers

et al. 2022

IJERPH

Self Cite

View full text Add to dashboard Cite

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Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study

et al. 2023

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Background Our study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students’ performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI. Methods A retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students’ MMI and academic performances. Results Ninety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0—73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42—3.78)/5.0. Spearman’s correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6—71.6)/100, and the overall median cGPA was 3.45 (3.23—3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040). Conclusion Correspondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school.

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Selection procedure human medicine and psychology at the University of Witten/Herdecke: adaptation to the virtual zoom room

Cited by 2 publications

References 4 publications

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study

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