Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum

Wagner, Martin; Fischer, Martin R.; Scaglione, Mariano; Linsenmaier, Ulrich; Schueller, Gerd; Berger, Ferco H.; Dick, Elizabeth; Basilico, R.; Stajgis, M.; Çallı, Cem; Vaidya, Sujit; Wirth, Stéfan

doi:10.3205/zma001138

Cited by 8 publications

(1 citation statement)

References 30 publications

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“…Kern’s six-step approach is common for curriculum development worldwide ( 24–26 ) and has been recently used to implement new topics from the German National Competence-Based Catalog of Learning Objectives in Medicine ( 16 ), such as: “conflicts of interest and communicating risk” ( 27 ). Further tools to design health professional education curricula are emerging: One approach to modifying the curriculum is the “system thinking perspectives,” by which the educator using the 3P-6Cs toolkit is able to understand the students’ perspectives of the integration of elements within the medical education program and the impact of these elements for the lifelong practice of the student ( 28 ).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Plöger,

Abramian,

Egger

et al. 2023

Front. Med.

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Objective structured clinical examination (OSCE) is a well-known assessment method to evaluate clinical skills and competence in healthcare. Following the recently reformed National Competence-Based Catalog of Learning Objectives in Medicine, the implementation of this assessment method in the training program for medical students is now obligatory in Germany. This major change requires a reorganization not only of the training programs but also of the students themselves and the way they learn. We performed a poll evaluating the students’ opinions regarding these major changes and the implementation of the OSCE with a new training program. To implement this assessment method and to evaluate the OSCE, Kern’s six-step approach comprising (1) problem identification and general needs assessment, (2) needs assessment of the targeted learners, (3) goals and objectives, (4) educational strategies, (5) implementation, and (6) evaluation and feedback was applied. To evaluate and gather feedback, a poll was used to analyze the student’s opinions regarding OSCE in gynecology and obstetrics and OSCE in general, in addition to the regular analysis of the students’ results. To reform the educational strategy, a two-step approach was developed: First, the students completed the regular training program and a written examination, and second, they participated in a 1-week clerkship, in small group teaching, and in the OSCE. The OSCE stations were developed primarily based on the National Competence-Based Catalog and the German Catalog of Learning Objectives in Medicine, as well as on the feedback of experts reflecting their expectations for physicians beginning their careers. The students performed well in the OSCE and gave positive feedback regarding this examination method. Furthermore, they welcomed the upcoming changes by considering OSCE a valuable assessment tool, and they showed appreciation for the two-step approach by supporting the combination of an OSCE and a written examination. Thus, this article presents the implementation of an OSCE and a strategy for the adaptation of the curriculum to fulfill the new OSCE requirements and—to our knowledge—reveals students’ primary opinions regarding the changes in their medical training program for the first time.

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Section: Discussionmentioning

confidence: 99%

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Plöger,

Abramian,

Egger

et al. 2023

Front. Med.

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Schockraumdiagnostik

Gäble

AlMatter

Armbruster

et al. 2023

Kompendium Bildgebende Frakturdiagnostik

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Mentoring und arbeitsplatzbasierte Prüfungen im Praktischen Jahr

et al. 2020

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Zusammenfassung Hintergrund Das praktische Jahr (PJ) ist an vielen Universitäten der am wenigsten strukturierte und standardisierte Studienabschnitt. Studierende beklagen mangelnde Anleitung, Supervision und Feedback. Häufig übernehmen sie delegationsfähige, nichtmedizinische Aufgaben, obwohl das PJ ein Hauptentscheidungsfaktor für die spätere Facharztwahl ist. Methoden Nach einer Bedarfsanalyse erfolgte die Entwicklung eines Mentoring-basierten Curriculums für Studierende im PJ mithilfe des Kern-Zyklus. Hierzu wurden 10 fachspezifische klinisch-praktische Basiskompetenzen etabliert, die jeder Studierende bis zum Tertialende beherrschen sollte. Eine Überprüfung erfolgte formativ anhand von arbeitsplatzbasierten Prüfungen. Das Tertial wurde durch alle Studierenden abschließend online evaluiert. Ergebnisse Die Priorisierung und Prüfung von klinisch-praktischen Kompetenzen durch Mentoren/Mentorinnen ermöglichten eine bedarfsorientierte und qualitative hochwertige Ausbildung. Das Mentoring und Feedback wurden durchweg positiv beurteilt und unterstützten den Lernerfolg (Note 1,5). Das Prüfungsformat wurde mehrheitlich als unbekannt (64,6 %), aber hilfreich und sinnvoll erlebt (76,7 %). Studierende fühlten sich durch das Curriculum gut auf die Staatsexamensprüfung (81,3 %) und den Berufsbeginn vorbereitet (71,0 %). Dies ging mit einer hohen Zufriedenheit (Note 1,7) einher. Schlussfolgerungen Ein bedarfsgerechtes, Mentoring-basiertes Curriculum mit integrierten arbeitsplatzbasierten Prüfungen geht nicht nur mit einer hohen Ausbildungszufriedenheit einher, sondern fördert effektiv und ressourcenschonend die Ausbildungsqualität.

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Subspecialisation in Emergency Radiology: Proposal for a harmonised European curriculum

Cited by 8 publications

References 30 publications

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Evaluation of an OSCE’s implementation and a two-step approach for a theoretical and practical training program in Obstetrics and Gynecology

Schockraumdiagnostik

Mentoring und arbeitsplatzbasierte Prüfungen im Praktischen Jahr

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