Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke
Background: In October 2018, the University of Witten/Herdecke (UW/H) launched the new reformed medical education programme called Medicine 2018+. A major innovation compared to the existing model programme was the introduction of thematic focuses. A longitudinal communication skills curriculum was...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | deu |
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German Medical Science GMS Publishing House
2021-03-01
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| Series: | GMS Journal for Medical Education |
| Subjects: | |
| Online Access: | http://www.egms.de/static/en/journals/zma/2021-38/zma001453.shtml |
| _version_ | 1818370000287694848 |
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| author | Kiessling, Claudia Mennigen, Florian Schulte, Heike Schwarz, Laura Lutz, Gabriele |
| author_facet | Kiessling, Claudia Mennigen, Florian Schulte, Heike Schwarz, Laura Lutz, Gabriele |
| author_sort | Kiessling, Claudia |
| collection | DOAJ |
| description | Background: In October 2018, the University of Witten/Herdecke (UW/H) launched the new reformed medical education programme called Medicine 2018+. A major innovation compared to the existing model programme was the introduction of thematic focuses. A longitudinal communication skills curriculum was integrated into the new thematic focus “professional and personal development – inner work” (IAP). With the start of the new programme, the IAP curriculum has been built step-by-step over time, i.e. the first four semesters have already been implemented, the following semesters are being planned.Project description: IAP aims to provide students with patient-centred medicine. Five areas of competence were defined: Doctor-patient communication, team competence, staying healthy, my paths to becoming a doctor, medicine and society. The focus of this article is on the communication curriculum. The first year of study focusses on the training of basic communication skills. In the 2 year of study, students practice these basic skills in small groups with simulated patients (SP), whereby the emphasis in the 3 semester is on history taking and in the 4 semester is on sharing information. In the 3 semester, students complete a communication station in an OSCE. From the 5 semester onwards, the focus of training is on the consolidation of basic and advanced communication skills, which can be applied in clinical clerkships, and the reflection of clinical experiences. Key didactic elements are, in addition to teaching the theoretical basics, experience-based small group work with and without SP, feedback and reflection. The evaluation of the summer semester 2020 showed high agreement ratings of the students regarding the overall satisfaction with the individual courses (83-100% agreement).Discussion: The introduction of IAP has been very positively received by the students. Challenges are the adequate handling of the increasing student workload when planning new courses, the implementation of a longitudinal e-portfolio as well as the recruitment and training of clinical teachers and SPs.Conclusion: As the evaluation results of the summer semester 2020 show, the first steps of implementing a longitudinal communication curriculum at UW/H have been successful. Helpful strategies were the orientation on published examples from other faculties as well as regular feedback and discussions with students and teachers in order to adapt and integrate educational considerations into the existing model programme in Witten. |
| first_indexed | 2024-12-13T23:32:46Z |
| format | Article |
| id | doaj.art-5561e3b639124953be54c994f2421ac9 |
| institution | Directory Open Access Journal |
| issn | 2366-5017 |
| language | deu |
| last_indexed | 2024-12-13T23:32:46Z |
| publishDate | 2021-03-01 |
| publisher | German Medical Science GMS Publishing House |
| record_format | Article |
| series | GMS Journal for Medical Education |
| spelling | doaj.art-5561e3b639124953be54c994f2421ac92022-12-21T23:27:23ZdeuGerman Medical Science GMS Publishing HouseGMS Journal for Medical Education2366-50172021-03-01383Doc5710.3205/zma001453Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/HerdeckeKiessling, Claudia0Mennigen, Florian1Schulte, Heike2Schwarz, Laura3Lutz, Gabriele4Universität Witten/Herdecke, Fakultät für Gesundheit, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, GermanyUniversität Witten/Herdecke, Fakultät für Gesundheit, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, GermanyUniversität Witten/Herdecke, Fakultät für Gesundheit, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, GermanyUniversität Witten/Herdecke, Fakultät für Gesundheit, Lehrstuhl für die Ausbildung personaler und interpersonaler Kompetenzen im Gesundheitswesen, Witten, GermanyUniversität Witten/Herdecke, Fakultät für Gesundheit, Department für Humanmedizin, Witten, GermanyBackground: In October 2018, the University of Witten/Herdecke (UW/H) launched the new reformed medical education programme called Medicine 2018+. A major innovation compared to the existing model programme was the introduction of thematic focuses. A longitudinal communication skills curriculum was integrated into the new thematic focus “professional and personal development – inner work” (IAP). With the start of the new programme, the IAP curriculum has been built step-by-step over time, i.e. the first four semesters have already been implemented, the following semesters are being planned.Project description: IAP aims to provide students with patient-centred medicine. Five areas of competence were defined: Doctor-patient communication, team competence, staying healthy, my paths to becoming a doctor, medicine and society. The focus of this article is on the communication curriculum. The first year of study focusses on the training of basic communication skills. In the 2 year of study, students practice these basic skills in small groups with simulated patients (SP), whereby the emphasis in the 3 semester is on history taking and in the 4 semester is on sharing information. In the 3 semester, students complete a communication station in an OSCE. From the 5 semester onwards, the focus of training is on the consolidation of basic and advanced communication skills, which can be applied in clinical clerkships, and the reflection of clinical experiences. Key didactic elements are, in addition to teaching the theoretical basics, experience-based small group work with and without SP, feedback and reflection. The evaluation of the summer semester 2020 showed high agreement ratings of the students regarding the overall satisfaction with the individual courses (83-100% agreement).Discussion: The introduction of IAP has been very positively received by the students. Challenges are the adequate handling of the increasing student workload when planning new courses, the implementation of a longitudinal e-portfolio as well as the recruitment and training of clinical teachers and SPs.Conclusion: As the evaluation results of the summer semester 2020 show, the first steps of implementing a longitudinal communication curriculum at UW/H have been successful. Helpful strategies were the orientation on published examples from other faculties as well as regular feedback and discussions with students and teachers in order to adapt and integrate educational considerations into the existing model programme in Witten.http://www.egms.de/static/en/journals/zma/2021-38/zma001453.shtmlcommunicative competenciescommunication skillslongitudinal curriculumsimulated patientswitten/herdecke university |
| spellingShingle | Kiessling, Claudia Mennigen, Florian Schulte, Heike Schwarz, Laura Lutz, Gabriele Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke GMS Journal for Medical Education communicative competencies communication skills longitudinal curriculum simulated patients witten/herdecke university |
| title | Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke |
| title_full | Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke |
| title_fullStr | Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke |
| title_full_unstemmed | Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke |
| title_short | Communicative competencies anchored longitudinally – the curriculum “personal and professional development” in the model study programme in undergraduate medical education at the University of Witten/Herdecke |
| title_sort | communicative competencies anchored longitudinally the curriculum personal and professional development in the model study programme in undergraduate medical education at the university of witten herdecke |
| topic | communicative competencies communication skills longitudinal curriculum simulated patients witten/herdecke university |
| url | http://www.egms.de/static/en/journals/zma/2021-38/zma001453.shtml |
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