المؤلفون: Hermann, Sabine, Gerstner, Jessica, Weiss, Florian, Aichele, Simon, Stricker, Eric, Gorgati, Eleonora, Rosenberger, Peter, Wunderlich, Robert

المصدر: BMC Medical Education; 12/10/2021, Vol. 21 Issue 1, p1-8, 8p

مصطلحات موضوعية: DISASTER medicine, HUMANITARIAN assistance, MEDICAL students, MEDICAL assistance, COVID-19 pandemic, MEDICAL school curriculum, COURSE evaluation (Education)

مصطلحات جغرافية: TUBINGEN (Germany), GERMANY

مستخلص: Background: Disaster medicine is a component of the German medical education since 2003. Nevertheless, studies have shown some inconsistencies within the implementation of the national curriculum, and limits in the number of students trained over the years. Recently, the SARS-CoV-2 pandemic and other disasters have called attention to the importance of training medical students in disaster medicine on a coordinated basis. The aim of this study is to present and evaluate the disaster medicine and humanitarian assistance course, which was developed in the University of Tübingen, Germany. Methods: The University Clinic for Anesthesiology and Intensive Care Medicine in Tübingen expanded the existing curriculum of undergraduate disaster medicine training with fundamentals of humanitarian medicine, integrating distance learning, interactive teaching and simulation sessions in a 40 h course for third-, fourth- and fifth- year medical students. This prospective and cross-sectional study evaluates the Disaster Medicine and Humanitarian Assistance course carried out over five semesters during the period between 2018 and 2020. Three survey tools were used to assess participants' previous experiences and interest in the field of disaster medicine, to compare the subjective and objective level of knowledge before and after training, and to evaluate the course quality. Results: The total number of medical students attending the five courses was n = 102 of which n = 60 females (59%) and n = 42 males (41%). One hundred two students entered the mandatory knowledge assessment, with the rate of correct answers passing from 73.27% in the pre-test to 95.23% in the post-test (t [101] = 18.939, p <.001, d = 1.88). To determine the subjective perception of knowledge data were collected from 107 observations. Twenty-five did not complete the both questionnaires. Out of a remaining sample of 82 observations, the subjective perception of knowledge increased after the course (t [81] = 24.426, p <.001, d = 2.69), alongside with the interest in engaging in the field of disaster medicine (t [81] = 7.031, p <.001, d =.78). The 93.46% of the medical students (n = 100) graded the training received with an excellent overall score (1.01 out of 6). Conclusion: The study indicates a significant increase in students' understanding of disaster medicine using both subjective and objective measurements, as well as an increase interest in the field of disaster medicine and humanitarian assistance. Whereas former studies showed insufficient objective knowledge regarding disaster medical practices as well as subjective insecurities about their skills and knowledge to deal with disaster scenarios, the presented course seems to overcome these deficiencies preparing future physicians with the fundamentals of analysis and response to disasters. The development and successful implementation of this course is a first step towards fulfilling disaster medicine education requirements, appearing to address the deficiencies documented in previous studies. A possible adaptation with virtual reality approaches could expand access to a larger audience. Further effort must be made to develop also international training programs, which should be a mandatory component of medical schools' curricula. [ABSTRACT FROM AUTHOR]

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المؤلفون: Riedel, Fabian, Riedel, Maximilian, Freis, Alexander, Heil, Joerg, Golatta, Michael, Schuetz, Florian, Sohn, Christof, Hennigs, André

المصدر: BMC Medical Education; 1/17/2019, Vol. 19 Issue 1, p1-9, 9p, 2 Charts, 1 Graph

مصطلحات موضوعية: MEDICAL self-examination, DECISION making, COURSE evaluation (Education), OBSTETRICS, EXAMINATIONS, RESIDENTS (Medicine)

مصطلحات جغرافية: GERMANY

مستخلص: Background: The "Second Stage of the Physician Exam" at the end of the 5th year of medical school in Germany is the final step before the "Practical Year." An exam preparatory class can cover the complete content of Obstetrics and Gynecology (OB/GYN) in two days. We raise the question of whether such training might promote students' interest in the given specialty during occupational decision making and whether it could even be used by hospitals as a recruitment tool. This investigation is even more important in the context of fierce competition among young professionals at clinics and in different specialties. Methods: We conducted a multimodal course evaluation for four exam preparatory courses (each of which lasted two days and involved 8.5 h of teaching), including pre- and post-course tests with 20 multiple-choice questions to quantify the level of skill gain. Additionally, a standardized evaluation of course satisfaction was performed, followed by a post-exam questionnaire that dealt with studying activities and individual professional objectives. Results: Overall, n = 197 students took part in four identical courses. Among them, n = 121 completed the pre−/post-course tests, n = 170 completed the evaluation, and n = 110 completed the post-exam questionnaire. An average improvement from 13.9 to 17.2 correct answers was observed (max. 20; pre−/post-difference 95%-CI: [2.77; 3.86], t-test: p < 0.0001). By trend, the students noted that course participation positively influenced their later choice of specialty training (m = 3.63; scale 1 = "strongly disagree," 5 = "strongly agree"). Conclusions: In addition to self-studying, condensed classroom training is effective and reasonable and might also increase the attractivity of OB/GYN among students and have a positive effect on recruitment. [ABSTRACT FROM AUTHOR]

: Copyright of BMC Medical Education is the property of BioMed Central and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)