Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges

Benning, Nils-Hendrik; Haag, Martin; Knaup, Petra; Krefting, Dagmar; Rienhoff, Otto; Suhr, Markus; Hege, Inga; Tolks, Daniel

doi:10.3205/zma001349

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…They have little or no formal training in medical education since medical didactics training is not mandatory in Germany. The results of this study revealed, in line with previous research, that stakeholders had different levels of prior knowledge and experience with online instruction as well as different attitudes toward it ( 7 , 8 ).…”

Section: Discussionsupporting

confidence: 90%

“…GP teachers at the university hospital are primarily physicians who also instruct medical students. They have little or no (7,8). The educators' instructional communication competency was mainly derived from personal experiences of in-seat training.…”

Section: Stage 1: the Calm Before The Stormmentioning

confidence: 99%

“…In most universities in Germany, some online instruction had been implemented before the COVID-19 pandemic but was mostly restricted to individual pilot projects and thus heterogeneous ( 6 ). Among other reasons, lecturers’ lack of experience with online instruction methods and uncertainties regarding data protection regulations played a role in the nationwide low level of implementation ( 7 , 8 ).…”

Section: Introductionmentioning

confidence: 99%

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‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

Steffen¹,

Fuhr²,

Joos³

et al. 2023

Front. Med.

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The COVID-19 pandemic has been identified as a catalyst for the digitalization of medical education. Less is known about the specific impact of the pandemic on decentralized, community-based education, such as in General Practitioner practices. The aim of this study is to understand the impact of the digital transformation process, triggered by the COVID-19 pandemic. As, family medicine courses involve both university-based and community-based teaching, this study focuses the mode and quality of instruction and instructors in family medicine teaching. A qualitative interview study was conducted. The participants (N = 12) of a multi-perspective Quality Circle in family medicine teaching were interviewed twice: first, in 2019, about digitalization in family medicine teaching in Tübingen, Germany, not yet aware of the global changes and local transformation that would take place shortly thereafter. Second, in a follow-up interview in 2020 about the transition process and digitalization following the impact of contact restrictions during the pandemic. Grounded Theory was used as a qualitative research approach to analyze the complex processes surrounding this transformation. By analyzing the interviews with various stakeholders of community and university-based teaching, a model for the digital transformation process of family medicine teaching at the University of Tübingen in response to an external stimulus (the pandemic) was developed. It involves six chronological steps: “The calm before the storm,” “The storm hits,” “All hands on deck,” “Adrift,” “Reset course,” and “The silver lining.” This model seeks to understand the process of digital transformation and its impact on the teaching institution (medical faculty of the University of Tübingen, Institute for General Practice and Interprofessional Health Care) and instructors from an integrated perspective and thereby critically revisits prior concepts and opinions on the digitalization of medical teaching. Insights gained are presented as key messages.

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Section: Discussionsupporting

confidence: 90%

Section: Stage 1: the Calm Before The Stormmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

Steffen¹,

Fuhr²,

Joos³

et al. 2023

Front. Med.

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“…760 Teilnehmenden durchgeführt [8][9][10]. Da die MII bereits vor der COVID-19-Pandemie startete, waren die beteiligten Studiengänge gut gerüstet für Online-Lehre, die deutlich über Vorlesungen als Webkonferenz oder Vorlesungsaufzeichnungen hinausgeht [11].…”

Section: Konzept Zurunclassified

Kompetenzentwicklung in der Medizininformatik-Initiative (MII) – Lehrangebote für einen souveränen und sicheren Umgang mit medizinischen Daten

Knaup-Gregori,

Boeker,

Kirsten

et al. 2024

Bundesgesundheitsbl

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ZusammenfassungUm die Ziele der Medizininformatik-Initiative (MII) erreichen zu können, wird Personal mit Kompetenzen im Bereich der medizinischen Informatik und Datenwissenschaften benötigt. Um diese Kompetenzen zu fördern, wurden in jedem Konsortium Ausbildungsaktivitäten etabliert. Zudem wurden konsortiumübergreifende Aktivitäten etabliert. Dieser Artikel berichtet über die Konzepte, umgesetzte Programme und Erfahrungen. Es sind 51 neue Professuren und 10 neue Studienangebote eingerichtet worden: 1 Bachelor-, 6 konsekutive und 3 berufsbegleitende Masterstudiengänge. Die entwickelten Lern- und Fortbildungsangebote stehen standortübergreifend zur Verfügung. Darüber hinaus wurden Zertifizierungs- und Anerkennungsmöglichkeiten geschaffen.Die Lehrangebote richten sich an Zielgruppen mit fachlichem Hintergrund in Informatik, Medizin, Pflege, Bioinformatik, Biologie, Natur- und Datenwissenschaften. Zusatzqualifikationen für Ärzt*innen in Informatik und für Informatiker*innen in Medizin erweisen sich als besonders wichtig. Sie können zu einer höheren Qualität bei der Softwareentwicklung und einer besseren Unterstützung der Behandlungsprozesse durch Anwendungssysteme beitragen.In allen Konsortien waren digitale Lernmethoden wichtig. Sie bieten Flexibilität, um standortübergreifend und interprofessionell auszubilden. So können ein Lernen in individuellem Tempo und ein Austausch unter Berufsgruppen erreicht werden. Der Erfolg der MII hängt wesentlich von der gesellschaftlichen Akzeptanz der Mehrfachnutzung medizinischer Daten in Versorgung und Forschung ab. Die dafür erforderlichen Informationen werden durch die Öffentlichkeitsarbeit der MII bereitgestellt. In der Gesellschaft besteht ein enormer Bedarf an Kompetenz im Umgang mit medizinischen Daten und digitalen Werkzeugen.

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Teaching in times of COVID-19. Challenges and opportunities for digital teaching

Tolks

Kühn

Kaap-Fröhlich³

2020

GMS Journal for Medical Education; 37(7):Doc103

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Digital teaching as an instrument for cross-location teaching networks in medical informatics: opportunities and challenges

Cited by 4 publications

References 13 publications

‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

‘Hold the course(s)!’ – a qualitative interview study of the impact of pandemic-triggered contact restrictions on online instruction in community-based family medicine teaching

Kompetenzentwicklung in der Medizininformatik-Initiative (MII) – Lehrangebote für einen souveränen und sicheren Umgang mit medizinischen Daten

Teaching in times of COVID-19. Challenges and opportunities for digital teaching

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