Application of telepresence systems in teaching – transfer of an interprofessional teaching module on digital aided communication into the block training “internal medicine” during the Covid-19 pandemic

Haucke, Elisa; Walldorf, Jens; Ludwig, Christiane; Buhtz, Christian; Stoevesandt, Dietrich; Clever, Katharina

doi:10.3205/zma001377

Cited by 7 publications

(4 citation statements)

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“…Before the construction of this protocol, the authors carried out research in the Cochrane Library, JBI Evidence Synthesis, PROSPERO, and PubMed, using the terms of the protocol title to verify the existence of protocols or scoping reviews published with the same theme. The result of this search brought up interesting and relevant topics (11,12) . However, none are in the preprint or published stage.…”

Section: Methodsmentioning

confidence: 99%

Oportunidades e barreiras à comunicação interprofissional no contexto da Covid-19: protocolo de revisão de escopo

et al. 2022

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Objetivo: Mapear, na literatura, evidências de oportunidades e barreiras que influenciam a comunicação interprofissional no cotidiano das equipes da Atenção Primária à Saúde e interferem na produção do cuidado do paciente ante a pandemia da Covid-19. Método: Revisão de escopo, conduzida em conformidade com as recomendações do Joanna Briggs Institute e a extensão PRISMA-ScR, cujo procedimento da estratégia de busca acontecerá a partir da definição dos vocabulários controlados e correspondentes, em combinações com operadores booleanos. Serão extraídos dados que constituem características bibliográficas e aspectos metodológicos dos estudos, além de elementos, atividades ou recursos empregados que oportunizam ou bloqueiam a comunicação interprofissional. As evidências mapeadas serão apresentadas em formato de diagramas, gráficos e síntese narrativa. Pressupõe-se que profissionais de diferentes núcleos de conhecimento assumam compromisso em menor ou maior grau dentro dos serviços. Outrossim, a comunicação interprofissional torna-se ferramenta essencial à melhoria do cuidado, especialmente ao enfrentamento de situações pandêmicas.

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Section: Methodsmentioning

confidence: 99%

Oportunidades e barreiras à comunicação interprofissional no contexto da Covid-19: protocolo de revisão de escopo

et al. 2022

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“…B. Implementierungswissen, die Bewusstwerdung neuer Technologien als zusätzliche pflegerische Handlungsoption sowie die Umsetzung dieses Wissens in einer pflegerischen Praxis. Es ist aktuell davon auszugehen, dass durch den Umgang mit DAT eine Weiterentwicklung der eigenen Fachexpertise stattfindet und dieses neue Wissen dann auf die Technik übertragen und angewandt wird (Buhtz et al 2020;Haucke et al 2020). Die Aussagen der Pflegefachpersonen lassen darauf schließen, dass das 3-stufige Vorgehen geeignet ist zu sensibilisieren, anhand von Anleitungen zu qualifizieren und eine Praxiserprobung zu ermöglichen.…”

Section: Diskussionunclassified

Identifikation von lernfördernden Maßnahmen zur Einführung von digitalen und assistiven Technologien (DAT) in Prozesse der pflegerischen Versorgung: eine qualitative Studie

et al. 2022

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Zusammenfassung Hintergrund Digitale und assistive Technologien (DAT) finden Eingang in die Versorgung. Konzepte, Pflegende strukturiert an die neuen Technologien heranzuführen, fehlen. Daher macht dieser Aufsatz einen Vorschlag, Pflegefachpersonen im Umgang mit DAT anzuleiten, zu beraten und zu schulen. Ziel Die Arbeit fragt, wie Pflegefachpersonen einen strukturierten Ansatz der Sensibilisierung, Qualifizierung und Erprobung hinsichtlich DAT erleben und bewerten. Verändert ein transformativer Lernansatz die Bereitschaft DAT einzusetzen? Methode Pflegende wurden hinsichtlich DAT sensibilisiert. Pflegende wurden in der Anwendung von 2 Robotiksystemen und eines passiven Exoskeletts geschult, um diese anschließend zu erproben. Das Erleben der strukturellen Ausgestaltung des Edukationsansatzes wurde durch Interviews und durch die qualitative Inhaltsanalyse nach Kuckartz eingeschätzt. Ergebnisse Alle 5 Pflegefachpersonen verfügen über eine 3‑jährige Ausbildung. Zwei nehmen neben pflegerischen auch Aufgaben der Wohnbereichsleitung wahr. Das Vorgehen wird durch alle Befragten positiv bewertet. Der strukturierte Ansatz erhöht das Interesse und die Bereitschaft DAT perspektivisch in den Pflegeprozess zu integrieren. Es zeigt sich, dass die Passgenauigkeit auf pflegerelevante Probleme und die Notwendigkeit DAT durch die Arbeitgeber verfügbar zu machen entscheidend sind, um DAT praktisch einzusetzen. Schlussfolgerung Ein strukturiertes Konzept erhöht die Einsatzbereitschaft von DAT in der pflegerischen Versorgung. Einer mangelhaften Implementierung von DAT liegen u. a. fehlendes Wissen und fehlende Aus-, Fort- und Weiterbildungskonzepte zugrunde. Die angestoßene Reflexion ermöglicht es DAT auf spezifische Pflegeprobleme zu prüfen, spezielle Situationen im Versorgungsprozess zu berücksichtigen und Anwendungshürden abzubauen.

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“…However, they had not been widely implemented across all universities and disciplines [13]. Due to the pandemic, the switch to digital teaching had to take place within a few weeks at most universities [14][15][16][17]. As in other universities [18], teachers at the University Medical Center Goettingen (UMG) initially were concerned that the lack of direct interaction with students could lead to a decline in the quality of teaching.…”

Section: Introductionmentioning

confidence: 99%

One year of digital teaching in psychiatry as a response to the COVID-19 pandemic: Knowledge gain and content evaluation of medical students for two summer semesters in 2020 and 2021

Besse

Signerski-Krieger²,

Wiltfang³

et al. 2022

PLoS ONE

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After the beginning of the COVID-19 pandemic in 2020, digital teaching had to be implemented by most universities at short notice and widely replaced classroom teaching. As a consequence, digital teaching further reduced direct social interaction for students. One year after the introduction of digital teaching formats at our university medical center (department of psychiatry and psychotherapy), teaching evaluation of students from summer semesters 2020 and 2021 (SS20, SS21) were compared. The main objective of this study was to objectify whether students evaluate digital teaching less favorably after one year of its implementation. Ratings of 311 medical students on (1) knowledge gain, (2) teaching contents and (3) subjective advantages of digital teaching were analyzed for the two separate cohorts SS20 (n = 175) and SS21 (n = 136). Students also rated their pandemic-related stress level, and if learning progress had been reduced by the pandemic in general. Significant knowledge gain was achieved for all included domains in psychiatry (all p < .001), and did not differ between SS20/SS21. Teaching contents in SS21 were rated worse in six out of eight domains compared to SS20 (p < .001 to .05). Also, subjective advantages of digital teaching vanished in most domains comparing the cohorts of SS21 and SS20 (p < .001 to .05). No differences were found for pandemic-related stress level and subjective learning progress. Limitations include the post-hoc design, possible bias from individual exam grades, and sampling bias. The present study showed that knowledge gain can be considered to be stable one year after the pandemic-related implementation of digital teaching. However, sustainability of this teaching format should be monitored critically: The subject of psychiatry and psychotherapy thrives on direct communication, which can be compromised when using digital formats only. In this light, implementation of more interactive formats in digital teaching is discussed.

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Application of telepresence systems in teaching – transfer of an interprofessional teaching module on digital aided communication into the block training “internal medicine” during the Covid-19 pandemic

Cited by 7 publications

References 0 publications

Oportunidades e barreiras à comunicação interprofissional no contexto da Covid-19: protocolo de revisão de escopo

Oportunidades e barreiras à comunicação interprofissional no contexto da Covid-19: protocolo de revisão de escopo

Identifikation von lernfördernden Maßnahmen zur Einführung von digitalen und assistiven Technologien (DAT) in Prozesse der pflegerischen Versorgung: eine qualitative Studie

One year of digital teaching in psychiatry as a response to the COVID-19 pandemic: Knowledge gain and content evaluation of medical students for two summer semesters in 2020 and 2021

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