We can also do online – evaluation of the accompanying digital seminar of the elective subject “General Practice” during intership (PJ) at Ruhr-University Bochum

Streitlein-Böhme, Irmgard; Woestmann, Barbara; Vollmar, Horst Christian; Böhme, Klaus

doi:10.3205/zma001469

Cited by 2 publications

(4 citation statements)

References 1 publication

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“…The case write-up did not provide any opportunity for communication exchange between the stakeholders. The preference of bed-side teaching has been described by both educators and medical students, mainly due to personal and emotional engagement and direct feedback ( 9 , 14 , 48 , 54 ).…”

Section: Discussionmentioning

confidence: 99%

“…When workplace-based learning became feasible again later in the pandemic, experiences made with decentral teaching formats generated new perspectives for such scenarios. For example, synchronous digital seminars enabled course managers to continue to connect learners from various distant learning sites to each other ( 48 ) – one learning effect being that decentral teaching could be supplemented but not substituted digitally. Further evaluation of these tools for medical education could contribute to the routine implementation of digital communication channels, enabling remote learning and professional activities across regions in community-based teaching ( 11 ).…”

Section: Discussionmentioning

confidence: 99%

“…Our study design enables a comprehensive view of different stakeholder viewpoints on the transformation process from in-person to online instruction. In the literature, description of the transition is mainly limited to retrospective analyses and observations ( 2 , 19 , 24 , 48 ). The two phases of interviews before and after the transition created a unique data set that depicts the initial situation unbiased by the change process.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…Before the pandemic, digitalization of teaching and quality management of decentral teaching formats in Germany had been identified as two major areas in need of improvement ( 45 , 46 ). During the pandemic, only a few examples of online instruction in family medicine were published in Germany, such as the blended learning approach described by the family medicine department in Homburg ( 24 , 47 , 48 ).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

‘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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