History and development of medical studies at the University of Witten/Herdecke – an example of “continuous reform”

Frost, Katja; Edelhäuser, Friedrich; Hofmann, Mahulena; Tauschel, Diethard; Lutz, Gabriele

doi:10.3205/zma001269

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…As we had started to determine the number of our university’s students at risk of stress and burnout (and plan the types of university support services) prior to the COVID-19 pandemic [ 29 ], we are now able to compare data from our medical students in the Witten/Herdecke University (Germany) prior to the pandemic and during the pandemic, both in a strict lockdown semester at the start of the pandemic 2020 where all courses were digitally administered (“online”), and also 1.5 years later when courses were applied in a hybrid format with both education online and in-person. This offers the opportunity to directly compare the in-person semesters (with the university’s practical studies and many small learning and working groups [ 30 ]) with the digital content of the lockdown semesters, without direct contact with fellow students or patients, and with the hybrid semesters later on.…”

Section: Introductionmentioning

confidence: 99%

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Büssing

Zupanic

Ehlers

et al. 2022

IJERPH

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Background: Because of the COVID-19 pandemic, students had to interrupt their regular studies, and universities changed their teaching formats. The aim of this study was to analyze medical students’ stress perception, wellbeing, life and work satisfaction, and cool down reactions, and to compare the survey data of online and hybrid semesters with pre-pandemic education formats in-person. Methods: Cross-sectional surveys at three time points enrolling 1061 medical students (58% women; 24.4 ± 3.4 years); 30.8% from pre-pandemic formats in-person, 22.8% from pandemic online semesters, and 46.1% from pandemic hybrid semesters. Results: Both students’ stress perception and psychological wellbeing decreased during the pandemic semesters. Their satisfaction with the university support was at its lowest during the hybrid semesters. Regression analyses indicated that students’ stress perception can be explained only to some extent by their general dissatisfaction with their medical studies or teaching formats. Conclusions: The lockdowns affected students in more ways than simply their teaching formats. Students require individual support to adjust to difficult situations, and particularly medical students in their preclinical phase compared to students in their clinical phases. These are challenges for the medical education system, which must find ways to be prepared for future times of crisis and insecurity.

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Section: Introductionmentioning

confidence: 99%

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Büssing

Zupanic

Ehlers

et al. 2022

IJERPH

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Fostering learning capacities for meaningful, healthy and efficient studying in undergraduate medical education: evaluation of a longitudinal learning workshop

Thye

Tauschel

2021

BMC Psychol

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Background Academic studies place high demands on the development of learning capacities. Beyond learning techniques, knowledge about the effect of the learning environment, as well as the ability for self-regulation, self-determination and self-care play a major role in the development of learning skills. A longitudinal learning workshop was developed aiming to support academic learning life. The study at hand describes and evaluates this intervention. Methods Students participated in a seven-week program fostering reflection and training on physical, physiological, psychological and mental dimensions of learning. Fifty evaluations of medical students reflecting the workshop underwent qualitative analysis of open-ended questions concerning changes students experienced in their learning life. In addition, general satisfaction was measured quantitatively. Results Qualitative results revealed an impact on five core dimensions of students´ learning life: knowledge gained about the process of learning, enhanced awareness of intrapersonal learning processes, getting easier into action, experience of change and raised skills of regulating one´s learning behavior. Students evaluate the workshop as helpful, supportive and as a source of guidance. Quantitative results demonstrated good overall satisfaction with the intervention. Conclusions Educating knowledge about learning how to learn and providing skill training of how to regulate physiology, psychology and mentality should be taken into account in order to support the multidimensional learning life of students. Using a holistic, anthropologically grounded approach could be considered to enhance healthy, meaningful and efficient ways of learning. This learning workshop seems to be a useful and transferable tool to support students’ development of learning capacities.

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To zoom or not to zoom – the training of communicative competencies in times of Covid 19 at Witten/Herdecke University illustrated by the example of “sharing information”

Knie

Schwarz

Frehle

et al. 2020

GMS Journal for Medical Education; 37(7):Doc83

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History and development of medical studies at the University of Witten/Herdecke – an example of “continuous reform”

Cited by 3 publications

References 12 publications

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Mental Stress in Medical Students during the Pandemic and Their Relation to Digital and Hybrid Semester—Cross-Sectional Data from Three Recruitment Waves in Germany

Fostering learning capacities for meaningful, healthy and efficient studying in undergraduate medical education: evaluation of a longitudinal learning workshop

To zoom or not to zoom – the training of communicative competencies in times of Covid 19 at Witten/Herdecke University illustrated by the example of “sharing information”

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