84 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
How is modern bedside teaching structured? A video analysis of learning content, social and spatial structures
BACKGROUND: Bedside teaching (BST) is an essential and traditional clinical teaching format. It has been subject to various impediments and has transformed over time. Besides a decrease in bedside time, there has also been a didactic diversification. In order to use time at the bedside effectively and understand the current design of BST, we here offer an evidence-based insight into how BST is practiced. This may serve as a basis for a refinement of its didactic design. METHODS: In the current study, we investigate the interrelationships between learning content and the social as well as spatial structures of BST. To this end, we have empirically analysed almost 80âhours of video material from a total of 36 BST sessions with good interrater reliability. RESULTS: BST lasted on average 125âmin, most of which was spent in plenary and less than a third of the time at the patientâs bedside. History taking was primarily practiced at the bedside while case presentations, clinical reasoning and theoretical knowledge were largely taught away from the patient. Clinical examination took place to a similar extent in the patientâs room and in the theory room. CONCLUSIONS: Even though the filmed BSTs are not purely âbedsideâ, the teaching format investigated here is a typical example of undergraduate medical education. In order to maximize the teaching time available, a suitable learning space should be provided in addition to the bedside. Moreover, the clinical examination should be revised in its general sequence prior to the BST, and conscious decisions should be made regarding the social structure so as to optimize the potential of small groups and plenary sessions
A heuristic framework for video-based teaching and learning scenarios in higher education
Video has been proven to be an effective tool for enhancing the professional vision of higher education students, which is a crucial situation-specific skill within their professional competence. To ensure the successful integration of video in higher education teaching and learning, several implementation actions and processes need to be considered. This paper proposes a heuristic framework for implementing video-based teaching and learning scenarios across various disciplines in higher education. The framework combines existing research strands on professional vision, video implementation, technological pedagogical content knowledge (TPACK), and interactive, constructive, active, and passive (ICAP) learning activities. To highlight the interdisciplinary nature of the framework, examples from four different higher education disciplines (Catholic moral theology, Communication science, German as a second and foreign language, Medicine) are provided. These examples serve to underscore the frameworkâs applicability across a range of academic fields
âWelches Werkzeug passt zu mir?â: Methoden und Strategien zur effektiven Gestaltung von UnterrichtsgesprĂ€chen
âWelches Werkzeug passt zu mir?â: Methoden und Strategien zur effektiven Gestaltung von UnterrichtsgesprĂ€chen
âIch sehe was, was du nicht siehstâ: der vielseitige Einsatz von Video in der Lehrerbildung
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