175 research outputs found
A longitudinal investigation of mental health, perceived learning environment and burdens in a cohort of first-year German medical students' before and during the COVID-19 'new normal'
BACKGROUND: Medical studentsâ propensity to develop mental morbidity has been described for decades but remains unresolved. To assess student mental health person-centred and longitudinally, we have been investigating a cohort of German students since October 2019. After their first semester under ânormalâ conditions, rapid changes became necessary due to the COVID-19 situation. In line with the initial aim, we investigated studentsâ change of mental health, perceived learning environment and burdens in the ânew normalâ. METHODS: Students in a newly founded German medical study programme (nâ=â63) answered a questionnaire each semester (October 2019â=âentering medical school; December 2019â=ââold normalâ; June 2020â=âânew normalâ; December 2020â=âânew normalâ) on their well-being (FAHW-12), burnout (Maslach Inventory), depression (PHQ-9), perception of the learning environment (DREEM), burdens and protective attitudes in the ânew normalâ (items designed for the study). RESULTS: Friedman tests reveal overall significant differences (all pâ<Â .001) in depression and burnout (emotional exhaustion, depersonalisation, personal accomplishment); changes in well-being were identified as just non-significant (pâ=Â .05). The effects were explained by a significant increase in burnout and depression identified post-hoc from October 2019 to December 2019. No increase in severity was identified in the ânew normalâ semesters. The learning environment was perceived positively even with a significant improvement for June 2020 (repeated measures ANOVA pâ<â.001). Study-related burdens (e.g. procrastination of online-learning material) took on greater relevance than burdens related to physiciansâ occupation (e.g. potential for students' recruitment to the healthcare system during their studies). CONCLUSIONS: The ânewâ when entering medical school had a greater impact on our studentsâ mental health than the ânew normalâ. The readiness for change in the context of a newly designed study programme may have been beneficial with regard to studentsâ positively perceived learning environment during the virtual semesters. Monitoring medical studentsâ mental health longitudinally should be a concern regardless of a pandemic
Online programs to strengthen the mental health of medical students: a systematic review of the literature
Medical students have been shown to be vulnerable to mental stress. Strengthening individual protective characteristics can be one cornerstone for promoting medical studentsâ mental health and thereby preventing mental disorders. Online programs are an opportunity to provide appropriate options that have the advantage of being accessible from anywhere, at any time, and with a low entry threshold. This review provides a literature overview of current online programs for medical students. The findings can serve as a point of reference for designing effective online programs for mental health-promotion and mental disorder-prevention in medical curricula. We applied a systematic literature search in PubMed, ERIC, Cochrane, and Web of Science. Programs offered had to be web-based, and the addressed group had to be medical students. Protective individual characteristics for mental health and information on the programsâ effectiveness were included in the search. As outcomes, we included mental health, burnout, symptoms of depression, anxiety, and well-being. The search yielded 723 articles; of them, 11Â met the inclusion criteria. Programs found were grouped according to their focus: mental health literacy, mindfulness, based on Cognitive Behavioral Therapy, or peer support. Two studies showed significant reductions in perceived stress; one study indicated reduced burnout levels. One program had significant immediate effects on mindfulness, empathy, and resilience; two studies indicated strengthening coping strategies. Two programs were qualitatively assessed as helpful; two studies are ongoing. Nine studies lacked control groups; two randomized controlled trials were ongoing. Only a few online programs with limited evidence of effectiveness were found. They addressed protective individual characteristics, highlighting their importance for mental health. Thus, more health-promoting and mental disorder-preventing programs with high-quality effectiveness studies are necessary. An integration of such programs into curricula would allow for greater utilization and could give greater emphasis to and prioritize mental health in medical education
First-year medical studentsâ varying vulnerability to developing depressive symptoms and its predictors: a latent profile analysis
Simulieren statt Studieren in der LehrkrÀftebildung? Medizindidaktik und ReligionspÀdagogik im Dialog
Die Wechselbeziehung zwischen Medizindidaktik und ReligionspĂ€dagogik wurde bisher selÂten reflektiert. Deshalb erhellen wir zuerst diese Beziehung und entwickeln die Grundlage fĂŒr einen Dialog. Den Erfolg eines solchen Dialoges prĂ€sentieren wir anhand des Beispiels der Simulation, einer in der Medizindidaktik gut untersuchten Lehr-Lern-Methode. Speziell betrachten wir VerstĂ€ndnis und Ablauf von Simulation, sowie lernÂtheoretische Grundlagen. Neben Divergenzen gibt es Konvergenzen wie die AnnĂ€herung an die Praxis, die Phasen der Simulation und Ă€hnliche Ziele und Kompetenzen. Dieser Weg der fallbezogenen Professionalisierung in mediÂzinischer Ausbildung und ReligionslehrkrĂ€ftebildung benötigt aber beides: Simulieren von Praxis und Studieren von Fachwissen
Gesundheitsförderung auf dem Campus â wie es Studierenden geht und was sie sich wĂŒnschen: Ergebnisse einer Befragung unter Studierenden der Erziehungswissenschaft und der Humanmedizin an der UniversitĂ€t Augsburg
Hintergrund
Studierende in Deutschland weisen seltener einen guten subjektiven Gesundheitszustand und hÀufiger eine depressive Symptomatik auf als die 18- bis 29-jÀhrige Allgemeinbevölkerung.
Ziel und Fragestellung
Ziel der Befragung ist die Analyse des Gesundheitszustands, -verhaltens und der Interessen an MaĂnahmen der Gesundheitsförderung und PrĂ€vention sowie die dabei vorliegenden Unterschiede bei Studierenden der Erziehungswissenschaft und Medizin an der UniversitĂ€t Augsburg, um auf dieser Grundlage zukĂŒnftige spezifische Interventionen abzuleiten.
Material und Methoden
Datenbasis bilden Online-Befragungen von Studierenden im Bachelor und Master der Erziehungswissenschaft (NâŻ=â163) und Humanmedizin (NâŻ=â100) an der UniversitĂ€t Augsburg im Wintersemester 2021/2022. Der Gesundheitszustand, das Gesundheitsverhalten sowie die Interessen an Themen, Formaten und Ideen fĂŒr die Gesundheitsförderung im Setting UniversitĂ€t werden anhand von uni-, bi- und multivariaten Analysen dargestellt.
Ergebnisse
Beide Studierendengruppen weisen eine verminderte psychische Gesundheit auf. Verglichen mit Medizinstudierenden weisen die befragten Erziehungswissenschaftsstudierenden höhere Risiken fĂŒr ein depressives Syndrom, eine generalisierte Angststörung sowie körperliche Beschwerden auf. Etwa jede(r) dritte Befragte aus beiden FĂ€chergruppen zeigt ein hohes Erschöpfungserleben als eine Subdimension von Burnout und einen riskanten Alkoholkonsum. Bei 65,6âŻ% der Erziehungswissenschafts- und bei 41,0âŻ% der Medizinstudierenden finden sich Hinweise auf eine internetbezogene Störung. Nahezu jede(r) zweite Studierende wĂŒnscht sich Kursangebote zu Bewegung sowie zu Entspannung/StressbewĂ€ltigung. Erziehungswissenschaftsstudierende zeigen einen gröĂeren Bedarf an Angeboten zur psychischen Gesundheit als Medizinstudierende.
Schlussfolgerung
Bei Studierenden der Erziehungswissenschaft und Medizin besteht ein hoher Bedarf an MaĂnahmen zu psychischer Gesundheit, Alkohol- und Internetkonsum sowie Erschöpfung und ĂberforderungsgefĂŒhlen im Setting UniversitĂ€t. Bei der Umsetzung sollten Studiengangsspezifika beachtet und ein studentisches Gesundheitsmanagement vorangebracht werden, das auch Studierende weiterer StudiengĂ€nge berĂŒcksichtigt
Gesundheitsförderung auf dem Campus â wie es Studierenden geht und was sie sich wĂŒnschen: eine Befragung unter Studierenden der Erziehungswissenschaft und der Humanmedizin an der UniversitĂ€t Augsburg [Abstract]
Fragestellung/Zielsetzung: Studierende in Deutschland weisen seltener einen guten subjektiven Gesundheitszustand und hĂ€ufiger eine depressive Symptomatik auf als die 18-29-jĂ€hrige Allgemeinbevölkerung [1], [2]. Ziel der Befragung ist die Analyse des Gesundheitszustandes, -verhaltens und der Interessen an MaĂnahmen der Gesundheitsförderung und PrĂ€vention sowie die dabei vorliegenden Unterschiede bei Studierenden der Erziehungswissenschaft und Medizin, um auf dieser Grundlage zukĂŒnftige spezifische Interventionen abzuleiten.
Methoden: Datenbasis bilden Online-Befragungen von Studierenden im Bachelor und Master Erziehungswissenschaft (N=163) und Humanmedizin (N=100) an der UniversitĂ€t Augsburg im WS 2021/2022. Der Gesundheitszustand, das Gesundheitsverhalten sowie die Interessen an Themen, Formaten und Ideen fĂŒr die Gesundheitsförderung im Setting UniversitĂ€t werden mit etablierten Skalen abgefragt und anhand von uni-, bi- und multivariaten Analysen dargestellt.
Ergebnisse: Beide Studierendengruppen zeigen EinschrĂ€nkungen in ihrer mentalen Gesundheit. Verglichen mit Medizinstudierenden weisen die befragten Erziehungswissenschaftsstudierenden höhere Risiken fĂŒr ein Depressives Syndrom, eine Generalisierte Angststörung sowie körperliche Beschwerden auf. Etwa jede(r) dritte Befragte aus beiden FĂ€chergruppen zeigt einen riskanten Alkoholkonsum und ein hohes Erschöpfungserleben als eine Subdimension von Burnout. FĂŒr das Vorliegen von Bedeutungsverlust als Subdimension von Burnout liegt fĂŒr Erziehungswissenschaftsstudierende ein 11,21-fach (<0,001; 95% KI: 3,55-35,45) erhöhtes Risiko vor, im Vergleich zu Medizinstudierenden. Bei 65,6% der Erziehungswissenschafts- und bei 41,0% der Medizinstudierenden finden sich Hinweise auf eine Internetbezogene Störung. Der Zusammenhang zwischen dem Vorliegen einer Internetbezogenen Störung und dem Studiengang ist signifikant (p<0,001). Nahezu jede(r) zweite Studierende wĂŒnscht sich Kursangebote zu Bewegung sowie zu Entspannung/StressbewĂ€ltigung. Erziehungswissenschaftsstudierende zeigen einen gröĂeren Bedarf an Angeboten zur psychischen Gesundheit als Medizinstudierende.
Diskussion: Die Gesundheit von Studierenden scheint sich wĂ€hrend der COVID-19-Pandemie verschlechtert zu haben. Eine mögliche ErklĂ€rung fĂŒr die Unterschiede zwischen den beiden Studierendengruppen könnte sein, dass Erziehungswissenschaftsstudierende wĂ€hrend der COVID-19-Pandemie zwei Jahre gröĂtenteils in der Online-Lehre verbracht haben, wohingegen Medizinstudierende nie vollstĂ€ndig im Distanzunterricht waren. Studienergebnisse zeigen, dass ein verschlechterter Gesundheitszustand vor allem auf KontaktbeschrĂ€nkungen im sozialen Bereich zurĂŒckzufĂŒhren ist [3].
Take Home Messages: Studierende mĂŒssen verstĂ€rkt als Zielgruppe fĂŒr PrĂ€vention und Gesundheitsförderung adressiert werden. Bei der MaĂnahmenplanung sollten Studiengangsspezifika unbedingt beachtet werden. Ein Studentisches Gesundheitsmanagement sollte vorangebracht werden
Development and evaluation of a questionnaire to measure the perceived implementation of the mission statement of a competency based curriculum
BACKGROUND: A mission statement (MS) sets out the long-term goals of an institution and is supposed to be suited for studying learning environments. Yet, hardly any study has tested this issue so far. The aim of the present study was the development and psychometric evaluation of an MS-Questionnaire (MSQ) focusing on explicit competencies. We investigated to what extent the MSQ captures the construct of learning environment and how well a faculty is following - in its perception - a competency orientation in a competency-based curriculum. METHODS: A questionnaire was derived from the MS âteachingâ (Medical Faculty, Heinrich-Heine University DĂŒsseldorf) which was based on (inter-) nationally accepted goals and recommendations for a competency based medical education. The MSQ was administered together with the Dundee Ready Education Environment Measure (DREEM) to 1119 students and 258 teachers. Cronbachâs alpha was used to analyze the internal consistency of the items. Explorative factor analyses were performed to analyze homogeneity of the items within subscales and factorial validity of the MSQ. Item discrimination was assessed by means of part-whole corrected discrimination indices, and convergent validity was analyzed with respect to DREEM. Demographic variations of the respondents were used to analyze the inter-group variations in their responses. RESULTS: Students and teachers perceived the MS implementation as âmoderateâ and on average, students differed significantly in their perception of the MS. They thought implementation of the MS was less successful than faculty did. Women had a more positive perception of educational climate than their male colleagues and clinical students perceived the implementation of the MS on all dimensions significantly worse than preclinical students. The psychometric properties of the MSQ were very satisfactory: Item discrimination was high. Similarly to DREEM, the MSQ was highly reliable among students (α = 0.92) and teachers (α = 0.93). In both groups, the MSQ correlated highly positively with DREEM (r = 0.79 and 0.80, p < 0.001 each). Factor analyses did not reproduce the three areas of the MS perfectly. The subscales, however, could be identified as such both among teachers and students. CONCLUSIONS: The perceived implementation of faculty-specific goals can be measured in an institution to some considerable extent by means of a questionnaire developed on the basis of the institutionâs MS. Our MSQ provides a reliable instrument to measure the learning climate with a strong focus on competencies which are increasingly considered crucial in medical education. The questionnaire thus offers additional information beyond the DREEM. Our site-specific results imply that our own faculty is not yet fully living up to its competency-based MS. In general, the MSQ might prove useful for faculty development to the increasing number of faculties seeking to measure their perceived competency orientation in a competency-based curriculum
Implementation of the interdisciplinary curriculum Teaching and Assessing Communicative Competence in the fourth academic year of medical studies (CoMeD)
Introduction: Implementation of a longitudinal curriculum for training in advanced communications skills represents an unmet need in most German medical faculties, especially in the 4rth and 5th years of medical studies. The CoMeD project (communication in medical education DĂŒsseldorf) attempted to establish an interdisciplinary program to teach and to assess communicative competence in the 4th academic year. In this paper, we describe the development of the project and report results of its evaluation by medical students
Comparison between Long-Menu and Open-Ended Questions in computerized medical assessments. A randomized controlled trial
BACKGROUND: Long-menu questions (LMQs) are viewed as an alternative method for answering open-ended questions (OEQs) in computerized assessment. So far this question type and its influence on examination scores have not been studied sufficiently. However, the increasing use of computerized assessments will also lead to an increasing use of this question type. Using a summative online key feature (KF) examination we evaluated whether LMQs can be compared with OEQs in regard to the level of difficulty, performance and response times. We also evaluated the content for its suitability for LMQs. METHODS: We randomized 146 fourth year medical students into two groups. For the purpose of this study we created 7 peer-reviewed KF-cases with a total of 25 questions. All questions had the same content in both groups, but nine questions had a different answer type. Group A answered 9 questions with an LM type, group B with an OE type. In addition to the LM answer, group A could give an OE answer if the appropriate answer was not included in the list. RESULTS: The average number of correct answers for LMQs and OEQs showed no significant difference (p = 0.93). Among all 630 LM answers only one correct term (0.32%) was not included in the list of answers. The response time for LMQs did not significantly differ from that of OEQs (p = 0.65). CONCLUSION: LMQs and OEQs do not differ significantly. Compared to standard multiple-choice questions (MCQs), the response time for LMQs and OEQs is longer. This is probably due to the fact that they require active problem solving skills and more practice. LMQs correspond more suitable to Short answer questions (SAQ) then to OEQ and should only be used when the answers can be clearly phrased, using only a few, precise synonyms. LMQs can decrease cueing effects and significantly simplify the scoring in computerized assessment
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