Das Gesprächsführungspraktikum im 2. Studienjahr des Modellstudiengangs HannibaL: Eine Evaluation mittels Selbsteinschätzungen der Studierenden [The communication skills course for second year medical students at Hannover Medical School: An evaluation study based on students' self-assessments]

[english] In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examination...

Full description

Saved in:
Bibliographic Details
Published in:GMS Zeitschrift für Medizinische Ausbildung 2011-11, Vol.28 (4), p.Doc54
Main Authors: von Lengerke, Thomas, Kursch, Angelika, Lange, Karin,
Format: Article
Language:ger
Subjects:
Anamneseerhebung
Arzt-Patient-Gesprächsführung
Ausbildung im Medizinstudium
Diagnosemitteilung
Diagnosis Disclosure
Doctor-Patient Communication
Gesundheitskommunikation
Health Communication
Medical History Taking
Undergraduate Medical Education
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:[english] In the model medical curriculum HannibaL at Hannover Medical School (MHH, Hannover, Germany), communication skills in taking case histories and disclosing diagnoses (breaking bad news) are assessed through an objective structured clinical examination (OSCE). This is part of the examinations which at the MHH represent the equivalent to the First Part of the Medical Examinations. The second year doctor-patient communication course preparing for these examinations was evaluated during the 2009/10 academic year.Using questionnaires specific to the learning objectives, learning needs were assessed, pre-post comparisons of self-assessed competencies were performed and key teaching methods were evaluated (5-point Likert scales, “5”=fully agree). At T0 (start of the course) 267 students participated (response rate: 93.7%), of which 180 filled out the T1 questionnaire during the last session of the course (67.4%). Within-subject analyses of variance and paired t-tests were conducted.The highest learning needs were found for the “to show how”-items regarding history taking and disclosing diagnoses (M=4.4). The T1-T0 comparisons showed the greatest improvements for history taking (“to know how”: mean difference = +1.7, “to show how”: +1.8, p
ISSN:1860-7446
1860-3572
DOI:10.3205/zma000766