Informacja

Drogi użytkowniku, aplikacja do prawidłowego działania wymaga obsługi JavaScript. Proszę włącz obsługę JavaScript w Twojej przeglądarce.

Przeglądasz jako GOŚĆ
Tytuł pozycji:

[Traditional vs. modern: possibilities and limitations of the new lecture concept in ENT teaching curricula].

Tytuł :
[Traditional vs. modern: possibilities and limitations of the new lecture concept in ENT teaching curricula].
Autorzy :
Daubenfeld T; Albert-Ludwigs-Universität Freiburg, Hirschmattenstr. 3, 79111, Freiburg, Deutschland. .
Kromeier J; Klinik für Diagnostische Radiologie, Kinderradiologie, Neuroradiologie und Interventionelle Radiologie, RKK Klinikum - St. Josefskrankenhaus - Akademisches Lehrkrankenhaus der Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland.
Heermann S; Institut für Anatomie und Zellbiologie, Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland.
Hildenbrand T; Klinik für Hals-Nasen-Ohrenheilkunde, Medizinische Fakultät, Universitätsklinikum Freiburg, Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland.
Giesler M; Kompetenzzentrum Evaluation in der Medizin Baden-Württemberg, Studiendekanat der medizinischen Fakultät, Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland.
Offergeld C; Klinik für Hals-Nasen-Ohrenheilkunde, Medizinische Fakultät, Universitätsklinikum Freiburg, Albert-Ludwigs-Universität Freiburg, Freiburg, Deutschland.
Pokaż więcej
Transliterated Title :
Tradition vs. Moderne: Möglichkeiten und Limitationen eines neuen Vorlesungskonzepts in der curricularen HNO-Lehre.
Źródło :
HNO [HNO] 2020 Apr; Vol. 68 (4), pp. 263-271.
Typ publikacji :
Journal Article
Język :
German
Imprint Name(s) :
Publication: Berlin : Springer Verlag
Original Publication: Berlin.
MeSH Terms :
Curriculum*
Otolaryngology*/education
Students, Medical*
Educational Measurement ; Humans ; Learning ; Surveys and Questionnaires ; Teaching
References :
Clin Teach. 2018 Feb;15(1):29-33. (PMID: 28300343)
GMS J Med Educ. 2016 May 17;33(3):Doc46. (PMID: 27275511)
Med Educ. 2017 Jun;51(6):585-597. (PMID: 28488303)
J Am Osteopath Assoc. 2018 Dec 1;118(12):813-823. (PMID: 30476993)
Acad Med. 2006 Mar;81(3):207-12. (PMID: 16501260)
Acad Med. 2007 Oct;82(10 Suppl):S73-6. (PMID: 17895696)
HNO. 2020 Apr;68(4):257-262. (PMID: 31538215)
Anat Sci Educ. 2009 Oct;2(5):199-204. (PMID: 19743508)
BMC Med Educ. 2014 Apr 14;14:81. (PMID: 24731511)
Contributed Indexing :
Keywords: Educational measurement; Professional education; Research; Teaching methods; Undergraduate medical education
Entry Date(s) :
Date Created: 20200305 Date Completed: 20200714 Latest Revision: 20200714
Update Code :
20201218
DOI :
10.1007/s00106-020-00834-z
PMID :
32130457
Czasopismo naukowe
Background: Due to steadily dwindling student attendance, a new blended learning lecture format was piloted at the Department of Otorhinolaryngology of the University Medical Center Freiburg in the winter semester (WS) 2017/18: the ENT 3D series. In order to present complex ENT topics (e.g., middle ear) in a more understandable, appealing, and clinically relevant manner, the clinical disciplines of otorhinolaryngology and radiology cooperated with the preclinical specialty of anatomy. The aim of the study was to evaluate this teaching format and investigate preferences that could encourage students to attend lectures.
Methods: In all lectures, participants of the ENT block internship in the 2017/18 WS were asked about the quality of the lecture using an evaluation card. In addition, the increase in knowledge was examined in each of the newly designed lectures. A final questionnaire asked the students about their preferences regarding teaching methods.
Results: Overall, the new courses were not rated better than the regular ones, although the new concept was generally rated positively. It was not possible to attract more lecture attendees. However, the traditional teaching format "lecture" is still regarded as up to date by a defined group of students.
Conclusion: Despite a principally positive student assessment of a new lecture format, the 3D lectures did not achieve top marks in any category. This can be explained by the accumulation of unexpected student criticisms (quantity of the course content). Thus, the parameters intended as indicators (e-learning, quality of the course, use of modern teaching methods) could not fulfil their task. The result of the evaluation requires critical reflection and, if necessary, partial reorganization of the course (streamlining of content).

Ta witryna wykorzystuje pliki cookies do przechowywania informacji na Twoim komputerze. Pliki cookies stosujemy w celu świadczenia usług na najwyższym poziomie, w tym w sposób dostosowany do indywidualnych potrzeb. Korzystanie z witryny bez zmiany ustawień dotyczących cookies oznacza, że będą one zamieszczane w Twoim komputerze. W każdym momencie możesz dokonać zmiany ustawień dotyczących cookies