Alice im digitalen Wunderland: pädiatrische Lehre in der COVID-19-Pandemie

Häusler, Martin; Bosse, Hans Martin; Fischbach, Thomas; Graf, Norbert; Kleist-Retzow, Jürgen-Christoph von; Kreuder, Joachim

doi:10.1007/s00112-020-01076-7

Cited by 3 publications

(6 citation statements)

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“…This coincides with the results of other studies. For example, Häusler et al were able to show that radiology lectures and seminars can be implemented particularly effectively using a digital format 12 . However, as in other studies, Häusler et al came to the conclusion that digital lectures and seminars are less suitable for teaching practical skills due to the low level of interactivity 13 14 .…”

Section: Discussionmentioning

confidence: 99%

“…Yet, working on cases together in learning groups could actually increase discipline-specific interaction compared to traditional in-person learning. Häusler et al concluded in their study that a digital teaching unit should be thematically strictly limited to the learning objectives 12 . Our results showed significant subjective learning gains in all topic-specific course modules.…”

Section: Discussionmentioning

confidence: 99%

“…Dies deckt sich ebenso mit den Ergebnissen anderer Studien. Häusler et al Konnten beispielsweise erheben, dass sich radiologische Vorlesungen und Seminare besonders gut digital umsetzen lassen [12]. Wie andere Studien kamen jedoch auch Häusler et al Zu dem Schluss, dass sich digitale Vorlesungen oder Seminare zur Vermittlung praktischer Fähigkeiten aufgrund der geringeren Interaktivität weniger eignen [13,14].…”

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“…Die bereits vor der Pandemie vergleichsweise gut ausgebaute, weil technisch notwendige, Vernet-zung in der Radiologie konnte hier sicher maßgeblich zu der problemlosen Bereitstellung von CoRad-19 beitragen [15]. Dennoch geben sich nationale Stimmen eher verhalten optimistisch, was eine zeitnahe, fachbereichsübergreifende Digitalisierung betrifft [6] [12]. Unsere Ergebnisse zeigten signifikante subjektive Lernerfolge in allen themenspezifischen Kursmodulen.…”

Section: Kurseunclassified

“…Unauthorized distribution is strictly prohibited.Eine Fallbearbeitung in Lerngruppen könnte fachspezifische Interaktion im Vergleich zu klassischem Präsenzunterricht jedoch eher verstärken. Häusler et al schlussfolgerten in ihrer Studie zudem, dass eine digitale Unterrichtseinheit thematisch streng auf die Lernziele begrenzt sein sollte[12]. Unsere Ergebnisse zeigten signifikante subjektive Lernerfolge in allen themenspezifischen Kursmodulen.…”

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CoRad-19 – Modular Digital Teaching during the SARS-CoV-2 Pandemic

Brendlin

Molwitz

Oechtering

et al. 2022

Rofo

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Purpose During the SARS-CoV-2 pandemic, higher education worldwide had to switch to digital formats. The purpose of this study was to evaluate CoRad-19, a digital teaching tool created by the German Radiological Society for medical students during the COVID-19 pandemic. Materials and Methods A total of 13 German-speaking universities implemented CoRad-19 in their curriculum and partially or completely replaced their classes with the online courses. Previous experience and contact with radiology and the participantsʼ opinions regarding the medium of e-learning were surveyed using a custom questionnaire. The subjective level of knowledge regarding the individual modules was also surveyed before and after participation to measure learning effects. The data of 994 medical students from the participating sites were analyzed and compared intraindividually using the Friedman test. Results From 4/1/2020–10/1/2020, 451 complete data sets from a total of 994 surveys were included. E-learning was rated “very useful” both before and after course participation (4 [IQR 3–4], p = 0.527, r = 0.16). E-learning as a method was also rated as a “very good” medium both before and after participation (4 [IQR 3–4], p = 0.414, r = 0.17). After participation, participants rated radiology as particularly suitable for digital teaching (before: 3 [IQR 3–4] vs. after 4 [IQR 3–4], p = 0.005, r = 0.6). Significant learning gains were measurable in all course modules (p ≤ 0.009). Post-hoc analysis showed interest in radiology to increase significantly after course participation (p = 0.02). Conclusion In the representative survey, significant learning effects were observed in all course modules. In addition, it should be particularly emphasized that the studentsʼ interest in radiology was increased by course participation. Thus, the German Radiological Society provided significant support to German-speaking medical faculties with respect to maintaining excellent education using CoRad-19. Key Point: Citation Format

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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CoRad-19 – Modular Digital Teaching during the SARS-CoV-2 Pandemic

Brendlin

Molwitz

Oechtering

et al. 2022

Rofo

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E-learning Methodologies Involving Healthcare Students During COVID-2019 Pandemic: A Systematic Review

Pires

Sousa

2022

Lecture Notes in Networks and Systems

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At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study

et al. 2022

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Introduction: A high-quality education of future physicians is essential. Modern approaches interlock the acquisition of theoretical knowledge and practical skills in a spiral curriculum, leading to a mutual learning benefit for knowledge and application. This model was challenged by the elimination of hands-on trainings during the pandemic, which were often replaced by purely digital teaching models. Given the holistic nature of the spiral curriculum, we assumed that a purely digital model would have an impact on knowledge acquisition due to missing hands-on learning opportunities. The aim of the study was to investigate, using an emergency seminar as an example, whether purely digital training leads to a di erence in theoretical knowledge compared to the traditional model. Materials and methods:Study design: We used a two-groups design comparing a sample of medical students taught in with a purely digital teaching format (DF; n =) with a historical control group taught with a traditional format (TF; n =). Subject of investigation was a seminar on emergency medicine, taking place in the th year. Outcome parameters: The primary outcome parameter was the students' acquired knowledge, measured by the score achieved in the final exams. Students' evaluation of the seminar was used as a secondary outcome parameter.Results: Students in the DF group scored significantly lower than students in the TF group in the final exams. Students in the DF group rated the course significantly worse than students in the TF group.Discussion: The study results illustrate that purely digital education leads to inferior knowledge acquisition compared to the traditional spiral curriculum. A possible explanation may lie in a deeper processing of the information (e.g., understanding the information by experience and analysis) and accordingly a Frontiers in Medicine frontiersin.org Vogt et al. . /fmed. .better memory recall. Moreover, the students' critical appraisal of the DF may have had an unfavorable e ect on learning performance. Moderating factors may be lower learning motivation or the "zoom fatigue" e ect. Conclusion:These study results clearly illustrate the importance of hands-on teaching for knowledge acquisition. The interlocking of theoretical knowledge and practical skills, as ensured by the spiral curriculum, is essential.

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Alice im digitalen Wunderland: pädiatrische Lehre in der COVID-19-Pandemie

Cited by 3 publications

References 25 publications

CoRad-19 – Modular Digital Teaching during the SARS-CoV-2 Pandemic

CoRad-19 – Modular Digital Teaching during the SARS-CoV-2 Pandemic

E-learning Methodologies Involving Healthcare Students During COVID-2019 Pandemic: A Systematic Review

At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study

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