Ethics education in pediatrics: Implementation and evaluation of an interactive online course for medical students.

Introduction: The COVID-19 pandemic has catalyzed the development of online learning formats in virtually all areas of medical education. In pediatric ethics, online learning may not only substitute but also offer specific advantages over traditional classroom teaching. Many pediatricians rate their ethics education as poor and medical ethics education lacks evaluation, especially regarding the students' needs. The aim of this project was to implement and evaluate a novel interactive distance learning approach to engage medical students in pediatric ethics education. Methods: An online ethics course was designed and delivered between May and June 2020. Core item of this course was a moderated, written forum discussion spanning several days. Evaluation was mixed methods. We evaluated the effectiveness of the course in terms of quality of the learning environment with a particular focus on relevance to students as well as interactive learning and reflective thinking. The Constructivist On-Line Learning Environment Survey (COLLES) was used to evaluate six different domains of the course. Data are presented as mean (standard deviation [SD]). The respective score range is 1-5, whereby a score of 4 or 5 means that the participants indicated the corresponding item as frequently or almost always present. Results: Responses were available from 104 (78.3%) of the 133 participating students. "Relevance" yielded a score of 4.17 (0.83), "reflective thinking" a score of 4.22 (0.83). "Interactivity" was scored 3.76 (0.99) and "tutor support" 4.72 (0.53). "Peer support" and "interpretation" scored 3.87 (0.98) and 4.49 (0.60), respectively. In qualitative analysis, students particularly valued the structure of the course, the relevance for their professional practice, their active participation and the incentive to reflective thinking. Students also indicated that this was an innovative and exciting format, which fills a current educational gap and should hence be continued beyond the pandemic. Conclusion: In conclusion, students actively engaged in online learning and perceived this ethics course as highly relevant for their professional practice.

[Use of Video Online Seminars During Clinical Phase of Medical Study from the Perspective of Teachers and Students]. / Einsatz von Video Online Seminaren im klinischen Abschnitt des Medizinstudiums aus Sicht von Lehrenden und Studierenden.

AIM OF THE STUDY: The aim of this study was to investigate the opportunities and challenges of using video online seminars (VOS) in the clinical phase of medical studies from the perspective of teachers and students. METHODOLOGY: Teachers and medical students from the 5th to the 10th semester completed questionnaires about their attitudes towards and experiences with VOS. Recommended procedures for VOS were derived from the results. RESULTS: A total of 19 teachers and 108 students participated in this study; 67% of students found VOS helpful in the clinical phase of the degree course. Cognitive learning objectives (91% agreement) should be taught more often in the VOS format than affective learning objectives (71% agreement). However, 83% stated that VOS did not prepare them for future practical activities. Teachers indicated that cognitive (77% agreement) could be significantly better communicated than affective learning objectives (only 27% agreement). For two-thirds of the teachers, support or trainings were important. Good technical conditions were important for both groups. DISCUSSION/CONCLUSIONS: The study shows the option of individual learning regardless of location to be an advantage of VOS. A teaching format is considered to be particularly useful if successful interaction between teacher and student takes place. In the context of blended learning concepts with preceding lectures and subsequent practical exercises, the learning success of VOS is greatest. Cognitive and some affective learning objectives can be achieved by this method. VOS can prepare for practical exercises, but they are not suitable in medical education for comprehensive teaching of practical learning objectives.

[German national survey of lecturers in ophthalmology on student teaching in the 2020/21 corona pandemic]. / Deutschlandweite Befragung der Lehrbeauftragten in der Augenheilkunde zur studentischen Lehre in der Corona-Pandemie 2020/21.

BACKGROUND: The corona pandemic has had a significant impact on the conditions of university student teaching. Due to the pandemic-related contact restrictions, digital teaching formats were widely used instead of the previous face-to-face teaching. In the summer semester of 2020 students received this well and evaluated it positively in recent publications. In this work, the main focus was on the experiences and assessments of teachers in ophthalmology during the winter semester 2020/2021. METHODS: By means of two anonymous surveys via online questionnaires, the lecturers in ophthalmology of German university hospitals as well as internal and external lecturers and staff members of the student teaching of the Department of Ophthalmology of the University Medical Center Mainz were asked about their experiences with the implementation of digital teaching. RESULTS: In this context 95% of the teaching staff of ophthalmology departments of university hospitals in Germany stated that they had established digital teaching concepts at the latest since the corona pandemic. Hybrid formats with a proportion of face-to-face teaching were used by 68%. A wide variety of teaching formats were used. Difficulties were also encountered, particularly in interaction with students. Despite predominantly digital teaching, examinations continued to be held in face-to-face settings; only 18% of respondents stated that they had conducted online examinations. In the future, 86% of respondents want to integrate digital formats into their teaching concepts and establish them as a supplement to existing face-to-face teaching. CONCLUSION: The development of student teaching during the corona pandemic can serve as an opportunity for shaping the future education of medical students in ophthalmology.

Deutschlandweite Befragung der Lehrbeauftragten in der Augenheilkunde zur studentischen Lehre in der Corona-Pandemie 2020/21 German national survey of lecturers in ophthalmology on student teaching in the 2020/21 corona pandemic

Hintergrund Die Corona-Pandemie hat einen erheblichen Einfluss auf die Bedingungen der universitären studentischen Lehre. Durch die pandemiebedingten Kontaktbeschränkungen kamen vielerorts digitale Lehrformate anstatt der bisherigen Präsenzlehre zum Einsatz. Diese wurde im Sommersemester 2020 durch die Studierenden in bisher vorliegenden Veröffentlichungen teils schon gut angenommen und positiv evaluiert. In dieser Arbeit wurde das Hauptaugenmerk auf die Erfahrungen und Einschätzungen der Lehrenden in der Augenheilkunde während des Wintersemesters 2020/21 gelegt. Methodik Anhand zweier anonymisierter Befragungen mittels Online-Fragebögen wurden zum einen die Lehrbeauftragten der Augenheilkunde der deutschen Universitätskliniken sowie zum anderen interne und externe Dozierende und Mitarbeitende in der studentischen Lehre der Augenklinik der Universitätsmedizin Mainz zu ihren Erfahrungen mit der Implementierung der digitalen Lehre befragt. Ergebnisse Hierbei gaben 95 % der Lehrbeauftragten der Augenkliniken der Universitätskliniken in Deutschland an, spätestens seit der Corona-Pandemie digitale Lehrkonzepte etabliert zu haben. Bei 68 % kamen Hybridformate mit anteiliger Präsenzlehre zum Einsatz. Es wurden vielfältige Lehrformate angewendet. Hierbei traten auch Schwierigkeiten, insbesondere in der Interaktion mit den Studierenden sowie durch unzureichende technische Ausstattung der Kliniken, auf. Trotz überwiegend digitaler Lehre wurden weiterhin erprobte Prüfungskonzepte in Präsenzform angewendet, nur 18 % der Befragten gaben an, Online-Prüfungen durchgeführt zu haben. Künftig wollen 86 % der Befragten digitale Formate in ihre Lehrkonzepte integrieren und als Ergänzung der bisherigen Präsenzlehre etablieren. Diskussion Die Entwicklung der studentischen Lehre während der Corona-Pandemie kann als Chance für die Gestaltung der zukünftigen Ausbildung von Medizinstudierenden in der Augenheilkunde dienen.

[Surgical Education of Medical Students in Times of COVID-19 - Necessary Adjustments are Chances for the Future]. / Chirurgische Lehre in Zeiten von COVID-19: Aus notwendigen Kompromissen werden Chancen für die Zukunft.

BACKGROUND: Education of medical students in surgery not only consists of knowledge about diseases and their treatment but also of practical skills like i.e. suturing. In the clinical training of medical students, professional interaction and communication with patients is a key component. Due to the circumstances of distancing and reduced exposure to patients during the COVID-19 pandemic, clinical training of medical students has been challenging. To combat these restrictions, digital modern teaching concepts had to be implemented. MATERIAL AND METHODS: Surgical education of medical students was reorganised during the summer semester 2020 and winter semester 2020/2021 and the necessary adjustments, as well as their evaluation by students, were analysed. Results were compared to the pre-COVID evaluations of the summer semester 2019. Furthermore a survey of all university surgical departments in Germany (n = 39) was conducted to compare the different approaches to handling this very new situation. RESULTS: All participating centres were performing surgical education with medical students during the COVID-19 pandemic. Overall, digital teaching methods were well accepted by students and teachers, even though short-term changes were necessary during the second wave of the pandemic. Both students and teachers missed the direct mutual interaction as well as with patients (summer semester 2020 36%, winter semester 2020/2021 40%). Modern and digital teaching concepts were assessed positively (summer semester 2020 45%, winter semester 2020/2021 40%) and long term implementation was desired by students and teachers (winter semester 2020/2021 60%). CONCLUSION: Training of practical surgical skills, as well as communication skills, can only be taught in presence. Digital learning concepts can support, but not replace, surgical courses held in presence, including contact to patients and manual training. Blended learning concepts facilitate a leap towards modern teaching concepts and increase the quality of classes spent in presence.