-
Tytuł:
-
Isn’t here just there without a 't' – to what extent can digital Clinical Case Discussions compensate for the absence of face-to-face teaching?
-
Autorzy:
-
Zottmann, Jan M.
Horrer, Anna
Chouchane, Amir
Huber, Johanna
Heuser, Sonja
Iwaki, Lica
Kowalski, Christian
Gartmeier, Martin
Berberat, Pascal O.
Fischer, Martin R.
Weidenbusch, Marc
-
Temat:
-
case-based learning
clinical reasoning
peer teaching
curriculum development
undergraduate medical education
digitalisation
Special aspects of education
LC8-6691
Medicine
-
Źródło:
-
GMS Journal for Medical Education, Vol 37, Iss 7, p Doc99 (2020)
-
Wydawca:
-
German Medical Science GMS Publishing House, 2020.
-
Rok publikacji:
-
2020
-
Kolekcja:
-
LCC:Special aspects of education
LCC:Medicine
-
Typ dokumentu:
-
article
-
Opis pliku:
-
electronic resource
-
Język:
-
German
English
-
ISSN:
-
2366-5017
-
Relacje:
-
http://www.egms.de/static/en/journals/zma/2020-37/zma001392.shtml; https://doaj.org/toc/2366-5017
-
DOI:
-
10.3205/zma001392
-
Dostęp URL:
-
https://doaj.org/article/24a8ea72278b45d99b49c85a4f5f3211  Link otwiera się w nowym oknie
-
Numer akcesji:
-
edsdoj.24a8ea72278b45d99b49c85a4f5f3211
-
Objective: COVID-19 challenges curriculum managers worldwide to create digital substitutes for classroom teaching. Case-based teaching formats under expert supervision can be used as a substitute for practical bedside teaching, where the focus is on teaching clinical reasoning skills.Methods: For medical students of LMU and TU Munich, the interactive, case-based, and supervised teaching format of Clinical Case Discussion (CCD) was digitised and implemented as dCCD in their respective curricula. Case discussions were realised as videoconferences, led by a student moderator, and took place under the supervision of a board-certified clinician. To prevent passive participation, additional cognitive activations were implemented. Acceptance, usability, and subjective learning outcomes were assessed in dCCDs by means of a special evaluation concept.Results: With regard to acceptance, students were of the opinion that they had learned effectively by participating in dCCDs (M=4.31; SD=1.37). The majority of students also stated that they would recommend the course to others (M=4.23; SD=1.62). The technical implementation of the teaching format was judged positively overall, but findings for usability were heterogeneous. Students rated their clinical reasoning skills at the end of the dCCDs (M=4.43; SD=0.66) as being significantly higher than at the beginning (M=4.33; SD=0.69), with low effect size, t(181)=-2.352, p=.020, d=0.15.Conclusion: Our evaluation data shows that the dCCD format is well-accepted by students as a substitute for face-to-face teaching. In the next step, we plan to examine the extent to which participation in dCCDs leads to an increase in objectively measured clinical reasoning skills, analogous to a face-to-face CCD with on-site attendance.
Zaloguj się, aby uzyskać dostęp do pełnego tekstu.