Digital Teaching Formats Research Articles

Views of assistant professors on digital transformation in otorhinolaryngology education : Current status and perspectives in undergraduate and advanced training

Digital transformation in curricular teaching in medicine comprises the use of digital teaching and learning formats as well as the transfer of digital skills for medical staff. Concepts of knowledge transfer and competency profiles also have to be adapted and transferred in advanced training due to necessary changes. The aim of this study was an evaluation of the current state of digital transformation in otorhinolaryngology teaching in undergraduate and advanced training at otorhinolaryngology departments of university medical centers in Germany. Aquestionnaire with nine questions on digital transformation was sent to the assistant professors of 37national university ENT departments. The anonymous survey was conducted online via the online platform SurveyMonkey®. Of the contacted assistant professors, 86.5% participated in the survey. Teaching sessions on digital skills for medical students are part of the curriculum in only 25% of ENT departments. Digital teaching formats are used by half of the departments in undergraduate training. Only 56.25% of the assistant professors receive support to realize the changes required by digital transformation. In 40.62% of departments, the issue of digital transformation is broached during advanced training, but only 28.12% use digital teaching methods to train junior doctors. Aspects of digital transformation are implemented mainly in undergraduate education, partly driven by the COVID19 pandemic. Overall, there is still considerable backlog in undergraduate and advanced training in ENT.

Interactive electronic visualization formats in student teaching

In the context of contact restrictions, conventional teaching is currently in need of optimization and expansion. The range of digital teaching formats in student training is very heterogeneous and their effectiveness uncertain. This study aims to investigate the extent to which an electronic ward round can be used as an alternative to the conventional ENT attendance practical course, and whether the use of electronic teaching formats has an influence on the quality of teaching. Instead of regular attendance practicals, bedside teaching took place once aweek in real time as avideo stream via tablet. Atotal of 43students in the seventh semester (winter semester 2020/2021) were included in the prospective study. Evaluation forms were used to examine the subjective didactic value of different visualization formats for the students. Examination results from previous years were used for comparison. The majority of students reported knowledge gain from the electronic rounds (93.02%) and that they were agood alternative to the traditional attendance clerkship (69.77%). The quality of the video and audio transmission as well as the comprehensibility of the case studies presented were consistently rated as good to very good. The students' examination results tended to be slightly worse in the test group compared to the control students of previous years. Integration of innovative interactive visualization options into teaching shows promising prospects as asupplement to conventional face-to-face teaching. The results of this study can contribute to the further expansion of digital teaching. Scaling up this model could be considered especially in countries with limited availability of face-to-face teaching.

How much digitization do ENT curricula need? : Opportunities and limits from the perspective of students and teachers

Digitalization has long been an integral part of students' everyday lives and increasingly also of their medical training. It seems to be an unwritten law that "digital natives" want as much digitalization as possible. This study aims to shed more light on how students in the clinical phase of medical studies perceive the increasing digitalization of teaching and what they need for good education. This study analyzed two surveys that were conducted using an online questionnaire. On the one hand, students in the 5th-9thsemesters of the medical faculty at the University of Hamburg (n = 282) were surveyed (survey1). Another survey addressed all employees of ENT clinics in Germany (n = 175; survey2). Atotal of 76students took part in survey1 and 123lecturers in survey2. The results show that both students and lecturers do not want face-to-face teaching to be completely replaced by digital formats. Atotal of 72.7% of students reject the possibility of teaching practical skills through digital formats. The majority of students surveyed stated that offline formats improve their concentration (61.1%), participation probability (63.9%), and motivation to learn (76.6%). In contrast, 40.2% of lecturers see digitalization as away to reduce the workload without any relevant loss in teaching quality. Digital teaching formats have anegative impact on the medical education of the students surveyed. Interaction and physical presence are needed to increase the motivation to learn. This leads to the first conclusion that students are critical of the increasing digitalization of medical studies.

Veterinary teaching in COVID-19 times: perspectives of university teaching staff.

The digitalization of university teaching has been taking place for many years and, in addition to traditional teaching formats such as practicals and face-to-face lectures, more and more e-learning courses have been used in veterinary education for several years. In the context of the COVID-19 pandemic, universities across Germany had to switch to an ad-hoc, purely digital summer semester. This study evaluated the experiences and implementation of the digital summer semester 2020 at the University of Veterinary Medicine Hannover (TiHo) Foundation from the perspective of the teaching staff. In addition to the technical equipment used by lecturers, this survey also focused on the effects of the digital semester on teaching and the future practicality of digital teaching formats and strategies in veterinary education. Therefore, a questionnaire was designed and distributed among lecturers involved in the digital summer semester 2020. One hundred and three completed questionnaires were evaluated. The results of the evaluation show that teachers see huge potential in blended learning as a teaching method in veterinary education. In addition, teachers were able to digitize teaching well with the available hardware and software. The teaching staff saw difficulties above all in the loss of practical training and in the digitalization of practical exercises. Teachers also needed significantly more time to plan and implement digital teaching compared to pure face-to-face teaching. In summary blended learning offers many advantages, such as increased flexibility for students and teaching staff. In order to be able to use digital teaching methods and strategies profitably in veterinary education in the future, well thought-out didactic concepts and further technical expansion of the universities are required. In addition, the digital skills of teaching staff should be further trained and promoted.

Successful implementation of online educational lectures of the German Society for Radiation Oncology (DEGRO).

Modern digital teaching formats have become increasingly important in recent years, in part due to the COVID-19 pandemic. In January 2021, an online-based webinar series was established by the German Society for Radiation Oncology (DEGRO) and the young DEGRO (yDEGRO) working group. In the monthly 120-minute courses, selected lecturers teach curricular content as preparation for the board certification exam for radiation oncology. The evaluation of the 24courses between 01.2021 and 12.2022 was performed using astandardized questionnaire with 21items (recording epidemiological characteristics of the participants, didactic quality, content quality). ALikert scale (1-4) was used in combination with binary and open-ended questions. Acombined total of 4200individuals (1952 in 2021 and 2248 in 2022) registered for the courses, and out of those, 934participants (455 in 2021 and 479 in 2022) later provided evaluations for the respective courses (36% residents, 35% specialists, 21% medical technicians for radiology [MTR], 8% medical physics experts [MPE]). After 2years, 74% of the DEGRO Academy curriculum topics were covered by the monthly webinars. The overall rating by participants was positive (mean 2021: 1.33 and 2022: 1.25) and exceeded the curriculum offered at each site for 70% of participants. Case-based learning was identified as aparticularly well-rated method. The DEGRO webinar expands the digital teaching opportunities in radiation oncology. The consistently high number of participants confirms the need for high-quality teaching and underlines the advantages of e‑learning methods. Optimization opportunities were identified through reevaluation of feedback from course participants. In its design as ateaching format for amultiprofessional audience, the webinar series could be used as apractice model of online teaching for other disciplines.

Fremdsprachenlehrerausbildung in Zeiten der Coronapandemie: Microteaching im digitalen Format

Microteaching as a specific method in foreign language teacher education in which theoretical knowledge is put into practice, offers prospective teachers systematic, small-step and practice-oriented training of teaching behaviour and teaching skills in the form of classical microteaching (practical exercises in small groups of students), or peer teaching (training in small groups of fellow students). Due to the pandemic-related switch to digital teaching formats in university foreign language teacher training, microteaching also had to be moved from the traditional classroom to the digital space and had to face completely new challenges. The paper aims to explore the method of microteaching from a theoretical and empirical perspective and to demonstrate its possibilities and limitations in the digital format, using the example of a microteaching course with students at the Faculty of Philosophy, University of Sarajevo, Bosnia and Herzegovina. Results of a survey among future teachers of German as a foreign language on the effectiveness of microteaching in the digital format in the times of the coronavirus pandemic will be presented.

Risks of Digital Exclusion

Teaching in primary schools means taking the heterogeneity of students’ backgrounds, skills, and capacities into account and offering them a commensurately wide variety of learning opportunities. This is particularly the case when it comes to digital-based instruction, which often entails individualized learning and greater responsibility of learners for their own learning processes. To enable participation and reduce risks of exclusion – for students with disabilities and in the context of the digital divide – teachers’ learning support is of great importance. Despite the potential of teacher support for learning with digital media, few studies have investigated this topic. This paper introduces a research study using videography to analyze the learning support given by preservice teachers during active media work. The findings indicate that teachers tend to provide mainly direct instruction, and significantly less diagnostic support aimed at fostering the learning process. The results do not confirm the idea that digital teaching formats provide technical rather than content support. Furthermore, they show that digital learning formats enable participation by all the students in the class. These results are discussed with a view to risks of exclusion and implications for teacher professionalization.

Digital teaching and assessment of psychomotor skills of the clinical head and neck examination during COVID-19 pandemic

PurposeDuring COVID-19, a fully digital course was established for teaching and assessing the psychomotor skills of clinical head and neck examination. Influence of different digital teaching formats was investigated.MethodsThe students (n = 286) received disposable instruments, a manual, and instructional videos for the examination. 221 students additionally received 45 min of interactive teleteaching. After 5 days of practice, all students were required to submit a video of their examination and report their spent practice time. The assessment was carried out using a checklist which was already established in presence teaching.ResultsThe average score achieved by digital teaching was 86%. Previously published data show that presence teaching achieved 94%. With a teleteaching unit the total score was significantly better than without (87% vs 83%). Teleteaching leads to a significant positive correlation between practice time and total score. Without teleteaching there is a negative correlation. After the same practice time, presence teaching leads to better total scores than digital teaching.ConclusionDigital teaching and assessing of a complex psychomotor skill is possible. Interactive teaching methods increase learning success. Nevertheless, presence teaching seems to be better at teaching these skills. The results can provide a basis for developing hybrid teaching models.

Putting the Questions First—Flipped Classroom Methods in Animal Ethics Online Teaching and Its Evaluation

Despite the challenges the pandemic presented for university teaching, it opened up opportunities to set up and explore digital teaching formats like never before. This paper presents a case study of teaching introductory animal ethics in a digital format with flipped-classroom methods. The Interactive Literature Lecturing Format (ILLF) was designed along the following criteria: 1. Conformity with students' varying educational needs; 2. Consistent high level of interaction; 3. Maximum transparency in an application-oriented exam; 4. No further contribution to the workload of the teaching staff; 5. Flexibility regarding online or on-site conversions. Rather than provide the students with input in lecture sessions, the ILLF presents students with selected literature and a list of structured questions. This literature questionnaire serves as the main didactic element that guides the knowledge transfer, the structure of the sessions and the exam. This paper reviews the outcome of the redesigning process and the steps we took to implement it. To discuss the overall quality of the format from a student's perspective, the data from the systematically conducted students' evaluation (n = 65) are interpreted using quantitative and qualitative methods. Bringing these results together with the perspective of the teaching staff, the following question is discussed: did the ILLF meet these criteria? This case study explores the potential and limits of flipped-classroom methods for applied ethics teaching in a university setting.

Which digital learning strategies do undergraduate dentistry students favor? A questionnaire survey at a German university.

The development in teaching dental education toward ever greater digitization has gained enormous momentum in the last 2 years due to the pandemic. However, acceleration is not synonymous with improvement, especially from the learners' point of view. Therefore, the aim of this survey among students of dentistry was to determine which digital learning strategies and which media are preferred. Undergraduate students of clinical semesters (6th to 9th) in dental medicine during at the University of Freiburg participated in an online-survey. Questions were asked about personal learning strategies for and experience with using digital media for private and educational reasons. Furthermore, students were asked which digital learning formats they preferred for different learning phases. Students (N=148) are experienced in using digital media for learning. They prefer classical media (such as textbooks and lectures) for acquiring basic theoretical knowledge and mention digital teaching formats more in relation to practical training and complex treatment procedures. 67% prefer learning alone and 90% rate visualizations as helpful for learning. 78% report, that they feel well supported in the learning process by digital media and 83% agree that e-learning offerings are a quality factor for university teaching. 82% state e.g. that the growing range of online content allows a more flexible approach to face to face-teaching, enriches classroom teaching (78%) and helps organize one's own study (79%). Students have a positive attitude towards the use of digital media, especially when it comes to having more time available for practical exercises. They also see an advantage in the fact that through the use of digital media, lectures can be organized more flexibly and also the organization of their studies can be optimized. New digital teaching media should be created based on these results. It is important to consider which digital formats seem suitable for which content during different semesters.

Dental education during the COVID-19 pandemic in Germany - cross-sectional lecturer-side evaluation for the application of digital teaching concepts.

Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

One year of digital teaching in psychiatry as a response to the COVID-19 pandemic: Knowledge gain and content evaluation of medical students for two summer semesters in 2020 and 2021.

After the beginning of the COVID-19 pandemic in 2020, digital teaching had to be implemented by most universities at short notice and widely replaced classroom teaching. As a consequence, digital teaching further reduced direct social interaction for students. One year after the introduction of digital teaching formats at our university medical center (department of psychiatry and psychotherapy), teaching evaluation of students from summer semesters 2020 and 2021 (SS20, SS21) were compared. The main objective of this study was to objectify whether students evaluate digital teaching less favorably after one year of its implementation. Ratings of 311 medical students on (1) knowledge gain, (2) teaching contents and (3) subjective advantages of digital teaching were analyzed for the two separate cohorts SS20 (n = 175) and SS21 (n = 136). Students also rated their pandemic-related stress level, and if learning progress had been reduced by the pandemic in general. Significant knowledge gain was achieved for all included domains in psychiatry (all p < .001), and did not differ between SS20/SS21. Teaching contents in SS21 were rated worse in six out of eight domains compared to SS20 (p < .001 to .05). Also, subjective advantages of digital teaching vanished in most domains comparing the cohorts of SS21 and SS20 (p < .001 to .05). No differences were found for pandemic-related stress level and subjective learning progress. Limitations include the post-hoc design, possible bias from individual exam grades, and sampling bias. The present study showed that knowledge gain can be considered to be stable one year after the pandemic-related implementation of digital teaching. However, sustainability of this teaching format should be monitored critically: The subject of psychiatry and psychotherapy thrives on direct communication, which can be compromised when using digital formats only. In this light, implementation of more interactive formats in digital teaching is discussed.

Digital and innovative teaching in dermatology : Practically oriented teaching online

Due to the corona pandemic and also to the new competence-oriented catalogue of learning objectives in medicine and the master plan for medical studies 2020, the development of digital and practical teaching concepts has experienced agreat increase in importance. As a result of this development, it was an important task to establish this combination and incorporate it into the curricular teaching process. The "Toolkit dermatology" was established, which was sent to atotal of more than 650students at German university dermatology clinics. Using educational films, the students were able to practice their skills. In a further development, the toolkit was combined with classroom lectures and the students were asked to evaluate the toolkit online. The vast majority of students (95-100%) clearly stated that the toolkit helped them to develop their practical skills. Some of them were in fact motivated to complete aclinical traineeship/practical tertial year in dermatology (21-88%). The combination of toolkit and subsequent classroom teaching was also rated very positively (82.2%), as this hybrid mode of teaching provided abetter understanding. Digital teaching formats as part of the concept of blended learning, i.e. the combination of virtual and analogue teaching formats, are becoming increasingly more important. Solutions for the disadvantages, such as the lack of real interaction and suitable examination formats, still remain to be found; however, the toolkit project demonstrates that hands-on and digital teaching can lead to high student motivation as well as ahigh educational standard.

Digital patient-centred learning in medical education: A national learning platform with virtual patients as part of the DigiPaL project.

Background: Due to the coronavirus pandemic, the medical faculties in the Federal Republic of Germany converted their curricula to digital formats on a large scale and very quickly in spring 2020 as an emergency measure. At the same time, a start was made on the nationwide exchange of digital teaching/learning materials via the online platform “LOOOP share” in order to save local resources. Among other things, virtual patient cases (VP) were shared across faculties for case-based learning, through which students can acquire clinical decision-making skills.Objectives: Within the framework of the cooperation project “National Learning Platforms for Digital Patient-Related Learning in Medical Studies” (DigiPaL), the usability of VPs for students and teachers should be improved, and the spectrum of disease patterns that are covered by VPs should be systematically expanded. Results: With the participation of many locations, a total of 150 VPs were developed by 96 case authors from 16 faculties, in addition to the existing 403 VPs. The thematic selection was made on the basis of criteria oriented to the National Competence Based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). After completion, these VPs were also made available to all faculties for free use via “LOOOP share” and the CASUS learning platform.Discussion: Even after the pandemic, these developed VPs should be available to the faculties and thus make a lasting contribution to improve medical training in Germany – especially in light of digital teaching formats being expressly advocated on the basis of the adapted current Medical Licensure Act (ÄApprO). A possible application is interdisciplinary learning of clinical decision-making with the help of blended learning formats within the framework of a longitudinal curriculum. The large number of involved colleagues and faculties shows that the nationally coordinated development of VPs across faculties was commonly seen as useful.

Der Querschnittsbereich 14 „Schmerzmedizin“ an der Universität Leipzig – was wurde erreicht?

HintergrundIm Medizinstudium in Deutschland ist seit 2016 ein gesonderter Leistungsnachweis auf dem Gebiet der Schmerzmedizin zu erwerben. Bislang fehlen Untersuchungen über die Effekte dieser Einführung auf Kompetenzen von Studierenden im Themengebiet Schmerzmedizin.Ziel der ArbeitZiel war es herauszufinden, inwieweit die Einführung des Fachgebiets Schmerzmedizin als Querschnittsbereich 14 den Kompetenzerwerb der Studierenden im Bereich Schmerzmedizin gemessen über eine Selbsteinschätzung positiv beeinflusst.Material und MethodenDie Entwicklung des longitudinalen Curriculums wurde mithilfe des Kern-Zyklus durchgeführt. Parallel erfolgte die Erstellung eines Fragebogens zur Selbsteinschätzung der Studierenden auf einer 5‑stufigen Likert-Skala bzgl. des eigenen Wissensstands und der Bedeutung schmerzmedizinischer Lehrinhalte. Die Befragungen wurden vor Einführung der Veranstaltungsreihe (2014), nach Abschluss der ersten Kohorte (2016) und 5 Jahre nach Einführung (2019) durchgeführt und mittels Kruskal-Wallis-Tests verglichen.ErgebnisseDie Einführung des Curriculums hat zu einer signifikanten Verbesserung in relevanten Punkten geführt. So fühlen sich die Studierenden insgesamt besser auf die Behandlung von Schmerzpatienten vorbereitet (2,67 im Jahr 2014 vs. 3,18 im Jahr 2019). Teilaspekte wie die Erhebung einer Schmerzanamnese (3,63 vs. 4,10) oder die Erstellung eines Analgesieschemas (3,56 vs. 4,14) werden nun subjektiv deutlich besser beherrscht.DiskussionTrotz erfreulicher Ergebnisse besteht in Teilbereichen noch Verbesserungspotenzial. Beispielsweise ist die Bewertung der Studierenden zur Frage nach der Vorbereitung auf die Behandlung von Schmerzpatienten noch nicht zufriedenstellend. Hier gilt es, das Curriculum mit Fokus auf die Kompetenzorientierung weiterzuentwickeln. Dabei können digitale Lehrformate ebenso integriert werden wie interprofessionelle Einheiten und Simulationspatienten. Zudem sind jedoch gleichzeitig auch die Prüfungsformate hin zu standardisierten praktischen Prüfungen weiterzuentwickeln.Zusatzmaterial onlineDie Online-Version dieses Beitrags (10.1007/s00482-022-00665-7) enthält den Fragebogen zur Datenerfassung.

Dental education during the pandemic – cross-sectional lecturer-side evaluation for the use of digital teaching concepts

Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

Dental education during the pandemic - cross-sectional lecturer-side evaluation for the use of digital teaching concepts.

Background: The COVID-19 pandemic resulted in significant restrictions on dental teaching. The aim of this investigation was to evaluate the attitudes of faculty members towards digital teaching formats and the effort creating digital lectures. We hypothesized that on the lecturer side there is no difference between the various digital teaching concepts in terms of workload and effort and that there is no increase in workload and effort when switching to digital teaching concepts. Methods: All German dental faculties were invited to the online survey by an anonymous voluntary questionnaire from January to April 2021. The questionnaire consisted of 27 questions that could be answered with a visual analog scale, free text answers, or with fixed answer options. Data was analyzed using the Kolmogorov-Smirnov test and an exploratory data analysis (α=0.05). Results: Before the pandemic, 24.8% of the participating lecturers were using digital teaching and 64.4% had no previous experience. After the outbreak of the pandemic 100% of the dental teaching was initially held online. More than 80% of the lecturers stated that they offer online lectures (86.1%), online seminars (81.2%), and/or online bedside teaching (33.7%). 88.1% see face-to-face teaching as the preferred teaching format. The lecturers also see the greatest opportunities for interaction in the area of analog teaching and significantly worse in synchronous and asynchronous digital teaching. In the course of the pandemic, respondents' attitudes towards online teaching improved in the median of 24.0 to a median of 50.0. Conclusions: Faculty members have positively changed their attitudes towards online teaching formats over the course of the pandemic. Although they see the greatest learning success in conventional face-to-face teaching formats and the creation of digital lectures is associated with a higher effort, they want more online lessons in the future.

Has the SARS-CoV-2 pandemic improved teaching?-Virtual education in otorhinolaryngology from the students' perspective

Hintergrund und FragestellungDie Severe acute respiratory syndrome coronavirus type 2(SARS-CoV-2)-Pandemie hat die Ausbildung von Medizinstudierenden grundlegend verändert. Die Notwendigkeit von Kontaktbeschränkungen und die damit einhergehende Forderung nach Distanzunterricht hat dazu geführt, dass innerhalb kurzer Zeit digitale Lehrformate umgesetzt werden mussten. Ziel dieser Arbeit war die Auswertung der studentischen Evaluationsergebnisse für virtuellen Unterricht im Fach Hals-Nasen-Ohren-Heilkunde während der SARS-CoV-2-Pandemie und ein Vergleich mit den zuvor erhobenen Evaluationsergebnissen unter Präsenzbedingungen.Material und MethodenUntersucht wurden die Evaluationsergebnisse für die Blockpraktika im Wintersemester 2020/21 und im Sommersemester 2021, die in einem virtuellen Format mit kurzer Präsenzphase durchgeführt wurden, sowie die der komplett im konventionellen Präsenzformat durchgeführten Praktika von Sommersemester 2018 bis Wintersemester 2019/20. Die anonyme Befragung der Studierenden bezog sich auf verschiedene Aspekte der Lehrveranstaltung, wie z. B. Organisation, Didaktik und Lernatmosphäre.ErgebnisseVon 16 abgefragten Kategorien zeigten 14 (87,5%) signifikant bessere Evaluationsergebnisse für die virtuellen Praktika verglichen mit den zuvor im Präsenzformat durchgeführten Praktika. Diese sehr positive Bewertung des digitalen Lehrangebots zeigte im Pandemieverlauf über die Dauer von zwei Semestern keine signifikante Änderung.SchlussfolgerungDie vorliegenden Daten belegen die hohe Akzeptanz eines digitalen Lehrangebots im Fach HNO-Heilkunde für Studierende. Auch wenn unerlässliche Bestandteile der ärztlichen Ausbildung, wie der Unterricht am Patienten und das Erlernen klinisch-praktischer Fertigkeiten, weiterhin nur im Präsenzformat realisiert werden können, legen die Ergebnisse nahe, dass digitale Elemente auch nach der SARS-CoV-2-Pandemie eine Rolle im Medizinstudium spielen könnten.

Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study.

BackgroundThe coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure.MethodsStudent performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance.ResultsNot all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores.ConclusionsThe association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students.

Chances and challenges of increasing digitalization of teaching in the discipline anesthesiology from the perspective of students

HintergrundDie COVID-19-Pandemie hat die medizinische Lehre weltweit verändert. Seit dem Sommersemester 2020 stehen digitale Lehrformate im Fokus, deren Einsatz zuvor in Intensität und Form in Deutschland sehr unterschiedlich ausgeprägt war.Ziel der ArbeitDie vorliegende Untersuchung stellt die Chancen und Herausforderungen des Einsatzes verschiedener digitaler Lehrformate in der Anästhesiologie aus der Sicht der Studierenden dar.MethodeMedizinstudierende der Semester 5–9 im Fachgebiet Anästhesiologie wurden anhand eines 5‑Punkte-Likert-skalierten Fragebogens zu ihren Einstellungen und Erfahrungen mit der digitalen Lehre im Sommersemester 2020 befragt. Untersuchte Lehrformate waren digital aufgezeichnete Vorlesungen sowie Video-Online-Seminare und Praktika.ErgebnisseAn der vorliegenden Studie nahmen 141 Studierende teil. Insgesamt haben 80,9 % der Studierenden mehr aufgezeichnete Vorlesungen online angehört, als sie Präsenzvorlesungen besucht hätten, und 84,3 % würden dies auch zukünftig so machen. Obwohl die Studierenden digitale Vorlesungen und Video-Online-Seminare für die Wissensvermittlung als geeignet beurteilten, besteht für die Zukunft der Wunsch, diese zur Wissensvertiefung wieder durch mehr praktischen Präsenzunterricht in Kleingruppen zu ergänzen.SchlussfolgerungAls Vorteil digitaler asynchroner Formate unterstreicht die Studie die Option des zeit- und ortsunabhängigen individuellen Lernens. Als klarer Nachteil dieser Formate ist die mangelnde Interaktion von Studierenden und Dozierenden zu nennen. So erscheint es sinnvoll, die im Rahmen der COVID-19-Pandemie forcierte Digitalisierung für die Wissensvermittlung der für die Anästhesiologie relevanten Inhalte weiterauszubauen und im Sinne einer Blended-Learning-Strategie zu optimieren.