TY - JOUR A1 - Klemmt, Chantal A1 - König, Sarah T1 - Situational Judgement Test als Unterrichtsmethode für die kritische Diskussion zu wissenschaftlicher Praxis und Fehlverhalten T1 - Situational judgement test as teaching method for the critical discussion on scientific practice and misconduct JF - Wiener Medizinische Wochenschrift N2 - Wissenschaftskompetenz ist eine Schlüsselqualifikation für jede ärztliche Tätigkeit und sollte ebenso wie die Auseinandersetzung mit Entscheidungsprozessen von Beginn an ins Medizinstudium integriert werden. Ziel der Studie war, die Themen der guten wissenschaftlichen Praxis und des wissenschaftlichen Fehlverhaltens zu vermitteln. Ferner wurde durch die methodische Intervention „Gruppendiskussion“ eine Reflexion im Kontext der wissenschaftlichen Angemessenheit herbeigeführt. Hierfür wurde der Situational Judgement Test (SJT) von den Studierenden (N = 743) (individuell und in der Gruppe) bearbeitet, und dessen Resultate wurden mit den Antworten von Expert/innen/en (N = 23) verglichen. Nach der Gruppendiskussion näherten sich die Ergebnisse in der Verteilung und Reihenfolge den Antwortmöglichkeiten der Expert/innen/en an. Jedoch tendierten die Studierenden signifikant häufiger zu jenen Antworten, die hilfesuchende, passive und verantwortungsübertragende Optionen bedeuteten. Insgesamt hat sich der SJT als didaktische Intervention bewährt. Die Studierenden setzten sich aktiv mit den Themen auseinander, eine Diskussion konnte angeregt und das eigene Verhalten kritisch reflektiert werden. N2 - Scientific competence and decision-making processes are key qualifications in undergraduate medical education and should be integrated into medical studies from the very beginning. The aim of the study was to convey the topics of good scientific practice and scientific misconduct. Furthermore, the methodological intervention “group discussion” enabled a productive reflection in the context of scientific appropriateness. For this purpose, the situational judgement test (SJT) was employed at different didactic activity levels of students (N = 743) (individually and as a group). The rating results were compared with the answers of experts (N = 23). Following group discussions, the answers of students shifted (distribution and order of answer options) towards those of the experts; however, students were more likely to choose response options that implied seeking help, allowing a passive stance and transferring responsibility. Overall, the SJT was a successful didactic intervention. The students actively reviewed the topics, discussed the subjects deeply and thereby critically reflected their own behavior. KW - Medizinische Ausbildung KW - Wissenschaftskompetenz KW - Gruppendiskussion KW - Formative Prüfung KW - Entscheidungsfindung KW - medical education KW - scientific competency KW - group discussions KW - fromative assessment KW - decision making Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-235304 SN - 0043-5341 VL - 171 ER - TY - JOUR A1 - Lauerer, Elias A1 - Tiedemann, Elena A1 - Polak, Thomas A1 - Simmenroth, Anne T1 - Can smoking cessation be taught online? A prospective study comparing e-learning and role-playing in medical education JF - International Journal of Medical Education N2 - Objectives: We compared the effect of different didactic formats - e - learning and role-playing - on medical students' knowledge and counselling skills in smoking cessation training. Methods: At a German medical school, 145 third-year students were randomly allocated to attend an online course with video examples or an attendance course with role-playing. Students were trained in smoking cessation counselling according to the 5A's (ask, advise, assess, assist, arrange) for approximately 90 minutes. Practical skills were measured in an objective structured clinical examination (OSCE) and represent the primary endpoint of this prospective comparative study. Additionally, changes in theoretic knowledge were assessed by pre - and post - interventional questionnaires and a final written exam. Results: In the OSCE, overall scores were higher in the attendance group (Mdn=70.8 % vs. 62.8 %; U=119; p=.087, n=36), but a statistical advantage was only found in one single counselling sequence (“Assist”: Mdn=66.7 % vs. 51.4 %; p = .049) and the rating of the standardised patients (M=4.7 vs. 4.2 out of 5 points, t(27.836)=2.0, p=.028). Students’ results (n=130) from self-assessment and written exams suggest that both approaches are equally well suited to increase theoretical knowledge. The online course was more time efficient (90 vs. 73 minutes). Conclusions: Seminar and web-based training seem equally well suited for transferring knowledge and skills on tobacco cessation counselling. Considering their particular strengths, these two teaching approaches could be combined. KW - medical education KW - e-learning KW - smoking cessation KW - objective structured clinical examination Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-230056 VL - 12 ER -