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Digital skills for medical students - qualitative evaluation of the curriculum 4.0 "Medicine in the digital age".

ABSTRACT: Introduction: The digital transformation has far-reaching implications for the qualification profile of medical students, which have not been addressed in medical studies so far. Teaching concept: The competence-oriented blended learning curriculum "Medicine in the digital age" has been implemented at Mainz University Medical Centre since 2017. It represents a curricular reform project of the "Curriculum 4.0" program (Stifterverband). In six modules, the qualification requirements for digital skills are addressed. Evaluation Methodology: The qualitative evaluation of the course concept took place in the form of semi-structured interviews. All 58 participants from five courses were interviewed. Results: Using the "Qualitative Content Analysis" according to Philipp Mayring, the statements were divided into deductive main categories (process, content, methodology, learning success, learning experience and conclusion). The results reflect the student's view of the curriculum and the current qualification needs that still need to be specialised. Discussion: The didactic teaching of digital skills is a relevant and highly topical component of the further development of medical studies. In this development, the focus is not only on technological skills, but also on the.

SUBMITTER: Kuhn S

PROVIDER: S-EPMC7672383 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Digital skills for medical students - qualitative evaluation of the curriculum 4.0 "Medicine in the digital age".

Kuhn Sebastian S Müller Natalie N Kirchgässner Elisa E Ulzheimer Lisa L Deutsch Kim Lucia KL

GMS journal for medical education 20201116 6

<b>Introduction:</b> The digital transformation has far-reaching implications for the qualification profile of medical students, which have not been addressed in medical studies so far. <b>Teaching concept:</b> The competence-oriented blended learning curriculum "Medicine in the digital age" has been implemented at Mainz University Medical Centre since 2017. It represents a curricular reform project of the "Curriculum 4.0" program (Stifterverband). In six modules, the qualification requirements ...[more]

PMID: 33225052

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Project description:BackgroundThere is increasing interest in global health teaching among medical schools and their students. Schools in the UK and internationally are considering the best structure, methods and content of global health courses. Academic work in this area, however, has tended to either be normative (specifying what global health teaching ought to look like) or descriptive (of a particular intervention, new module, elective, etc.).MethodsWhile a number of studies have explored student perspectives on global health teaching, these have often relied on tools such as questionnaires that generate little in-depth evidence. This study instead used qualitative methods to explore medical student perspectives on global health in the context of a new global health module established in the core medical curriculum at a UK medical school.ResultsFifth year medical students participated in a structured focus group session and semi-structured interviews designed to explore their knowledge and learning about global health issues, as well as their wider perspectives on these issues and their relevance to professional development. While perspectives on global health ranged from global health 'advocate' to 'sceptic', all of the students acknowledged the challenges of prioritising global health within a busy curriculum.ConclusionsStudents are highly alert to the diverse epistemological issues that underpin global health. For some students, such interdisciplinarity is fundamental to understanding contemporary health and healthcare. For others, global health is merely a topic of geographic relevance. Furthermore, some students appeared to accept global health as a specialist area only relevant to professionals working overseas, while others considered it to be an essential part of working in the globalised world and therefore relevant to all medical professionals. Students also clearly noted that including 'soft' subjects and more discursive approaches to teaching and learning often sits awkwardly in a programme where 'harder' forms of knowledge and didactic methods tend to dominate. This suggests that more work needs to be done to explain the relevance of global health to medical students at the very beginning of their studies.

Project description:BackgroundEvidence-based medicine (EBM) is an important element of medical education. However, limited information is available on effective curricula.ObjectiveTo evaluate a longitudinal medical school EBM curriculum using validated instruments.Design, participants, measurementsWe evaluated EBM attitudes and knowledge of medical students as they progressed through an EBM curriculum. The first component of the curriculum was an EBM "short course" with didactic and small-group sessions occurring at the end of the second year. The second component integrated EBM assignments with third-year clinical rotations. The 15-point Berlin Questionnaire was administered before the course in 2006 and 2007, after the short course, and at the end of the third year. The 212-point Fresno Test was administered before the course in 2007 and 2008, after the short course, and at the end of the third year. Self-reported knowledge and attitudes were also assessed in all three classes of medical students.ResultsEBM knowledge scores on the 15-point Berlin Questionnaire increased from baseline by 3.0 points (20.0%) at the end of the second year portion of the course (p < 001) and by 3.4 points (22.7%) at the end of the third year (p < 001). EBM knowledge scores on the 212-point Fresno Test increased from baseline by 39.7 points (18.7%) at the end of the second year portion of the course (p < 001) and by 54.6 points (25.8%) at the end of the third year (p < 001). On a 5-point scale, self-rated EBM knowledge increased from baseline by 1.0 and 1.4 points, respectively (both p < 001). EBM was felt to be of high importance for medical education and clinical practice at all time points, with increases noted after both components of the curriculum.ConclusionsA longitudinal medical school EBM was associated with markedly increased EBM knowledge on two validated instruments. Both components of the curriculum were associated with gains in knowledge. The curriculum was also associated with increased perceptions of the importance of EBM for medical education and clinical practice.

Project description:BackgroundMedical students show a relatively high prevalence for common mental disorders. Only few of those in need for treatment seek professional help. Therefore, easily accessible interventions are required. While several evidence-based internet- and mobile-based interventions (IMIs) have been proposed, little is known about medical students' attitudes towards using them.ObjectiveWe aimed to explore the views of medical students on IMIs as well as facilitators and barriers to use them and gain first insights into their preferences for tailored IMIs.MethodsWe conducted four focus groups with 26 medical students enrolled at a German medical school in March 2020. Focus groups were audio-recorded, transcribed and analyzed following established approaches for qualitative content analysis.ResultsMedical students valued IMIs for their low-threshold and flexible access, their potential to bridge waiting times and as a first step towards face-to-face-therapy. However, medical students preferred face-to-face interventions in case of severe mental health problems. The main disadvantages named by students included difficulties to find or decide on suitable IMIs based on clear quality criteria, fear of a misdiagnosis and lack of personalisation and human interaction. Some students also questioned the effectiveness of IMIs. Easy handling, flexible use, data safety and easily understandable terms of use were believed to facilitate the uptake of IMIs, whereas technical problems, frequent notifications, required internet access, need to register, lack of anonymity, high time expenditure and costs were reported to hinder their use. Most students did not prefer IMIs tailored to medical students but rather wanted to use IMIs suitable for students of all disciplines.ConclusionOur results suggest overall positive views regarding IMIs for mental health promotion but concerns regarding their use for severe mental disorders and acute crises. Our findings indicate that IMIs may represent promising tools for stress prevention and early interventions for medical students. Students explicitly stated to prefer quality-approved IMIs recommended and provided by their university.

Dataset Information

Digital skills for medical students - qualitative evaluation of the curriculum 4.0 "Medicine in the digital age".

Publications

Digital skills for medical students - qualitative evaluation of the curriculum 4.0 "Medicine in the digital age".

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