ABSTRACT
Psychoemotional distress affects patients with cancer, including patients with a diagnosis of a malignant brain tumor. Empathy, professional expertise, and conversational skills are required to ensure successful communication with patients. The purpose of this study was to assess whether knowing the communication needs of patients would be helpful to neuro-oncologists before meeting with them. Patients in our neuro-oncology center were asked to complete the National Comprehensive Cancer Network Distress Thermometer (DT) and a study-specific questionnaire on patients' expectations for communication with the treating physician. The questions targeted issues such as attention/caring and awareness of their disease and prognosis. Importance ratings were compared between patients, with high vs. low distress scores to analyze the impact of distress on the patient's needs in physician-patient communication. A total of 81 patients completed the DT and questionnaire. One third (n = 27) had IDH wild-type astrocytoma, and 42 patients (51.9%) were undergoing therapy for primary or recurrent disease. Mean distress was 4.88 (standard deviation ± 2.64) in the whole cohort, and 56.8% of patients had a high distress score (≥ 5 on a 10-point scale). All issues were assessed as important or very important for communication by the majority of patients, and importance ratings increased in patients with high distress levels for most items. Mean importance ratings correlated significantly with distress scores (p < .001). Distress was increased in neuro-oncology patients. Patients with higher distress levels considered issues of both attention/caring and medical information about the disease as more important than patients with lower distress levels. Using distress assessment may help physicians and advanced practitioners to tailor the contents of their discussion for successful communication with patients.
ABSTRACT
Objective: The development of presentation-free teaching formats for practical exercises is a particular challenge. The objective of the presented project was the implementation of the practical course in otorhinolaryngology for learning examination techniques through digital distance learning. Methods: Disposable instruments for a comprehensive otorhinolaryngologic examination were purchased and made available to the students. The necessary light sources were everyday sports headlamps or flashlight constructions. The theoretical basics were taught using the learning platform CaseTrain, including photographic, audio and video material. Corresponding success controls in the sense of a digital short test were integrated here. In addition, video tutorials were used to present the examinations to be imitated in detail. In order to increase motivation, a creative photo competition was also announced, in which the practical tasks that were finally carried out independently were checked. Results: All students of the semester received a set of instruments for independent practical training. The entrance exam was passed by all students, and at least one photo was received from all students, many of which were particularly creative in the competition. Conclusion: The presented concept is a possibility to convert practical teaching formats into a digital presence-free concept. It included the teaching and testing of basic knowledge, instructions for practical exercises, the independent performance of subject-specific examination techniques and an increase in motivation and simultaneous control through gamification. We consider this teaching principle to be an attractive option for future "Flipped Classroom" concepts with a gradual resumption of face-to-face teaching.
