المؤلفون: Bächli, P, Meindl-Fridez, C, Weiss-Breckwoldt, AN, Breckwoldt, J

المصدر: GMS Journal for Medical Education; VOL: 36; DOC30 /20190516/

مصطلحات موضوعية: workplace based training, hidden curriculum, CanMEDS roles, clinical clerkship, clinical case vignettes, arbeitsplatzbasiertes Lernen, informelles Curriculum, CanMEDS Rollen, Praktisches Jahr, Wahlstudienjahr, klinische Fallvignette, ddc: 610

Relation: Balint M. The Doctor, his Patient and the Illness. London, UK: Pitman Medical Publishing; 1964.; Beck S, Schirlo C, Breckwoldt J. How the Start into the Clinical Elective Year Could be Improved: Qualitative Results and Recommendations from Student Interviews. GMS J Med Educ. 2018;35(1):Doc14. DOI:10.3205/zma001161; Bernard AW, Balodis A, Kman NE, Caterino JM, Khandelwal S. Medical student self-assessment narratives: perceived educational needs during fourth-year emergency medicine clerkship. Teach Learn Med. 2013;25(1):24-30. DOI:10.1080/10401334.2012.741546; Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77-101. DOI:10.1191/1478088706qp063oa; Bürgi H, Rindlisbacher B, Bader C, Bloch R, Bosman F, Gasser C, Gerke W, Humair JP, Im Hof V, Kaiser H, Lefebvre D, Schläppi P, Sottas B, Spinas GA, Stuck AE. Swiss Catalogue of Learning Objectives for Undergraduate Medical Graining (SCLO). Genf: Joint Conference of Swiss Medical Faculties (SMIFK); 2008. Zugänglich unter/available from: http://www.smifk.ch; Cho KK, Marjadi B, Langendyk V, Hu W. Medical student changes in self-regulated learning during the transition to the clinical environment. BMC Med Educ. 2017;17(1):59. DOI:10.1186/s12909-017-0902-7; Christakis DA, Feudtner C. Ethics in a short white coat: the ethical dilemmas that medical students confront. Acad Med. 1993;68(4):249-254. DOI:10.1097/00001888-199304000-00003; Cohen J. A coefficient of agreement for nominal scales. Educ Psychol Measurement. 1960;20:37-46. DOI:10.1177/001316446002000104; Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718-725. DOI:10.1097/ACM.0000000000000700; Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning. Med Educ. 2007;41(1):84-91. DOI:10.1111/j.1365-2929.2006.02652.x; Dorsey JK, Beason AM, Verhulst SJ. Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform. Teach Learn Med. 2018;15:1-11. DOI:10.1080/10401334.2018.1479264; Dupuis M, Schirlo C. The clinical electives year in undergraduate medical training in Switzerland: an overview. Z Evid Fortbild Qual Gesundhwes. 2012;106(2):85-91. DOI:10.1016/j.zefq.2011.12.006; Festinger LA. A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press; 1957.; Frank JR. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada; 2005.; Gaufberg EH, Batalden M, Sands R, Bell SK. The hidden curriculum: what can we learn from third-year medical student narrative reflections? Acad Med. 2010;85(11):1709-1716. DOI:10.1097/ACM.0b013e3181f57899; Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998;73(4):403-7. DOI:10.1097/00001888-199804000-00013; Han H, Roberts NK, Korte R. Learning in the real place: medical students' learning and socialization in clerkships at one medical school. Acad Med. 2015;90(2):231-239. DOI:10.1097/ACM.0000000000000544; Hunziker S, Johansson AC, Tschan F, Semmer NK, Rock L, Howell MD, Marsch S. Teamwork and leadership in cardiopulmonary resuscitation. J Am Coll Cardiol. 2011;57(24):2381-2388. DOI:10.1016/j.jacc.2011.03.017; Jilg S, Möltner A, Berberat P, Fischer M, Breckwoldt J. How do Supervising Clinicians of a University Hospital and Associated Teaching Hospitals Rate the Relevance of the Key Competencies within the CanMEDS Roles Framework in Respect to Teaching in Clinical Clerkships? GMS Z Med Ausbild. 2015;32(3):Doc33. DOI:10.3205/zma000975; Kjeldmand D, Holmström I, Rosenqvist U. Balint training makes GPs thrive better in their job. Patient Educ Couns. 2004;55(2):230-235. DOI:10.1016/j.pec.2003.09.009; Krautter M, Koehl-Hackert N, Nagelmann L, Jünger J, Norcini J, Tekian A, Nikendei C. Improving ward round skills. Med Teach. 2014;36(9):783-788. DOI:10.3109/0142159X.2014.909585; Luther VP, Crandall SJ. Commentary: ambiguity and uncertainty: neglected elements of medical education curricula? Acad Med. 2011;86(7):799-800. DOI:10.1097/ACM.0b013e31821da915; Martimianakis MA, Michalec B, Lam J, Cartmill C, Taylor JS, Hafferty FW. Humanism, the Hidden Curriculum, and Educational Reform: A Scoping Review and Thematic Analysis. Acad Med. 2015;90(11 Suppl):S5-S13. DOI:10.1097/ACM.0000000000000894; Norcini JJ, Blank LL, Duffy FD, Fortna GS. The mini-CEX: a method for assessing clinical skills. Ann Intern Med. 2003;138(6):476-481. DOI:10.7326/0003-4819-138-6-200303180-00012; O'Brien KM, Vincent NK. Psychiatric comorbidity in anorexia and bulimia nervosa: nature, prevalence, and causal relationships. Clin Psychol Rev. 2003;23(1):57-74. DOI:10.1016/S0272-7358(02)00201-5; Prince KJ, Boshuizen HP, van der Vleuten CP, Scherpbier A. Students' opinions about their preparation for clinical practice. Med Educ. 2005;39(7):704-712. DOI:10.1111/j.1365-2929.2005.02207.x; Ringsted C, Hansen TL, Davis D, Scherpbier A. Are some of the challenging aspects of the CanMEDS roles valid outside Canada? Med Educ. 2006;40(8):807-815. DOI:10.1111/j.1365-2929.2006.02525.x; Roh H, Park KH. A Scoping Review: Communication Between Emergency Physicians and Patients in the Emergency Department. J Emerg Med. 2016;50(5):734-743. DOI:10.1016/j.jemermed.2015.11.002; Rosenthal MS, Clay M. Initiatives for Responding to Medical Trainees' Moral Distress about End-of-Life Cases. AMA J Ethics. 2017;19(6):585-594. DOI:10.1001/journalofethics.2017.19.6.stas1-1706; Smink FR, van Hoeken D, Hoek HW. Epidemiology, course, and outcome of eating disorders. Curr Opin Psychiatry. 2013;26(6):543-548. DOI:10.1097/YCO.0b013e328365a24f; Steven K, Wenger E, Boshuizen H, Scherpbier A, Dornan T. How clerkship students learn from real patients in practice settings. Acad Med. 2014;89(3):469-476. DOI:10.1097/ACM.0000000000000129; Teunissen PW, Westerman M. Opportunity or threat: The ambiguity of the consequences of transitions in medical education. Med Educ. 2011;45(1):51-59. DOI:10.1111/j.1365-2923.2010.03755.x; van der Lee N, Fokkema JP, Westerman M, Driessen EW, van der Vleuten CP, Scherpbier AJ, Scheele F. The CanMEDS framework: relevant but not quite the whole story. Med Teach. 2013;35(11):949-955. DOI:10.3109/0142159X.2013.827329; van Hell EA, Kuks JB, Schönrock-Adema J, van Lohuizen MT, Cohen-Schotanus J. Transition to clinical training: Influence of pre-clinical knowledge and skills, and consequences for clinical performance. Med Educ. 2008;42(8):830-837. DOI:10.1111/j.1365-2923.2008.03106.x; Wald HS. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 2015;90(6):701-706. DOI:10.1097/ACM.0000000000000731; Walling A, Merando A. The fourth year of medical education: a literature review. Acad Med. 2010;85(11):1698-1704. DOI:10.1097/ACM.0b013e3181f52dc6; Warren AE, Allen VM, Bergin F, Hazelton L, Alexiadis-Brown P, Lightfoot K, McSweeney J, Singleton JF, Sargeant J, Mann K. Understanding, teaching and assessing the elements of the CanMEDS Professional Role: canadian program directors' views. Med Teach. 2014;36(5):390-402. DOI:10.3109/0142159X.2014.890281; White CB. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ Theory Pract. 2007;12(3):279-297. DOI:10.1007/s10459-006-9000-z; Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach. 2012;34(2):e102-115. DOI:10.3109/0142159X.2012.650741; http://dx.doi.org/10.3205/zma001238; http://nbn-resolving.de/urn:nbn:de:0183-zma0012388; http://www.egms.de/en/journals/zma/2019-36/zma001238.shtml

الاتاحة: https://doi.org/10.3205/zma001238
http://nbn-resolving.de/urn:nbn:de:0183-zma0012388
http://www.egms.de/en/journals/zma/2019-36/zma001238.shtml

Additional Titles: Lernen im Praktischen Jahr: Herausfordernde klinische Fälle jenseits des Bereichs des 'Medical Expert'. Eine Analyse studentischer Fallvignetten

المؤلفون: Bächli, P, Meindl-Fridez, C, Weiss-Breckwoldt, AN, Breckwoldt, J

المصدر: GMS Journal for Medical Education; VOL: 36; DOC30 /20190516/

مصطلحات الفهرس: workplace based training, hidden curriculum, CanMEDS roles, clinical clerkship, clinical case vignettes, arbeitsplatzbasiertes Lernen, informelles Curriculum, CanMEDS Rollen, Praktisches Jahr, Wahlstudienjahr, klinische Fallvignette, ddc: 610, article

URL: http://nbn-resolving.de/urn:nbn:de:0183-zma0012388
http://www.egms.de/en/journals/zma/2019-36/zma001238.shtml
Balint M. The Doctor, his Patient and the Illness. London, UK: Pitman Medical Publishing; 1964.
Beck S, Schirlo C, Breckwoldt J. How the Start into the Clinical Elective Year Could be Improved: Qualitative Results and Recommendations from Student Interviews. GMS J Med Educ. 2018;35(1):Doc14. DOI: 10.3205/zma001161
Bernard AW, Balodis A, Kman NE, Caterino JM, Khandelwal S. Medical student self-assessment narratives: perceived educational needs during fourth-year emergency medicine clerkship. Teach Learn Med. 2013;25(1):24-30. DOI: 10.1080/10401334.2012.741546
Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77-101. DOI: 10.1191/1478088706qp063oa
Bürgi H, Rindlisbacher B, Bader C, Bloch R, Bosman F, Gasser C, Gerke W, Humair JP, Im Hof V, Kaiser H, Lefebvre D, Schläppi P, Sottas B, Spinas GA, Stuck AE. Swiss Catalogue of Learning Objectives for Undergraduate Medical Graining (SCLO). Genf: Joint Conference of Swiss Medical Faculties (SMIFK); 2008. Zugänglich unter/available from: http://www.smifk.ch
Cho KK, Marjadi B, Langendyk V, Hu W. Medical student changes in self-regulated learning during the transition to the clinical environment. BMC Med Educ. 2017;17(1):59. DOI: 10.1186/s12909-017-0902-7
Christakis DA, Feudtner C. Ethics in a short white coat: the ethical dilemmas that medical students confront. Acad Med. 1993;68(4):249-254. DOI: 10.1097/00001888-199304000-00003
Cohen J. A coefficient of agreement for nominal scales. Educ Psychol Measurement. 1960;20:37-46. DOI: 10.1177/001316446002000104
Cruess RL, Cruess SR, Boudreau JD, Snell L, Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad Med. 2015;90(6):718-725. DOI: 10.1097/ACM.0000000000000700
Dornan T, Boshuizen H, King N, Scherpbier A. Experience-based learning: a model linking the processes and outcomes of medical students' workplace learning. Med Educ. 2007;41(1):84-91. DOI: 10.1111/j.1365-2929.2006.02652.x
Dorsey JK, Beason AM, Verhulst SJ. Relationships Matter: Enhancing Trainee Development with a (Simple) Clerkship Curriculum Reform. Teach Learn Med. 2018;15:1-11. DOI: 10.1080/10401334.2018.1479264
Dupuis M, Schirlo C. The clinical electives year in undergraduate medical training in Switzerland: an overview. Z Evid Fortbild Qual Gesundhwes. 2012;106(2):85-91. DOI: 10.1016/j.zefq.2011.12.006
Festinger LA. A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press; 1957.
Frank JR. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of Canada; 2005.
Gaufberg EH, Batalden M, Sands R, Bell SK. The hidden curriculum: what can we learn from third-year medical student narrative reflections? Acad Med. 2010;85(11):1709-1716. DOI: 10.1097/ACM.0b013e3181f57899
Hafferty FW. Beyond curriculum reform: confronting medicine's hidden curriculum. Acad Med. 1998;73(4):403-7. DOI: 10.1097/00001888-199804000-00013
Han H, Roberts NK, Korte R. Learning in the real place: medical students' learning and socialization in clerkships at one medical school. Acad Med. 2015;90(2):231-239. DOI: 10.1097/ACM.0000000000000544
Hunziker S, Johansson AC, Tschan F, Semmer NK, Rock L, Howell MD, Marsch S. Teamwork and leadership in cardiopulmonary resuscitation. J Am Coll Cardiol. 2011;57(24):2381-2388. DOI: 10.1016/j.jacc.2011.03.017
Jilg S, Möltner A, Berberat P, Fischer M, Breckwoldt J. How do Supervising Clinicians of a University Hospital and Associated Teaching Hospitals Rate the Relevance of the Key Competencies within the CanMEDS Roles Framework in Respect to Teaching in Clinical Clerkships? GMS Z Med Ausbild. 2015;32(3):Doc33. DOI: 10.3205/zma000975
Kjeldmand D, Holmström I, Rosenqvist U. Balint training makes GPs thrive better in their job. Patient Educ Couns. 2004;55(2):230-235. DOI: 10.1016/j.pec.2003.09.009
Krautter M, Koehl-Hackert N, Nagelmann L, Jünger J, Norcini J, Tekian A, Nikendei C. Improving ward round skills. Med Teach. 2014;36(9):783-788. DOI: 10.3109/0142159X.2014.909585
Luther VP, Crandall SJ. Commentary: ambiguity and uncertainty: neglected elements of medical education curricula? Acad Med. 2011;86(7):799-800. DOI: 10.1097/ACM.0b013e31821da915
Martimianakis MA, Michalec B, Lam J, Cartmill C, Taylor JS, Hafferty FW. Humanism, the Hidden Curriculum, and Educational Reform: A Scoping Review and Thematic Analysis. Acad Med. 2015;90(11 Suppl):S5-S13. DOI: 10.1097/ACM.0000000000000894
Norcini JJ, Blank LL, Duffy FD, Fortna GS. The mini-CEX: a method for assessing clinical skills. Ann Intern Med. 2003;138(6):476-481. DOI: 10.7326/0003-4819-138-6-200303180-00012
O'Brien KM, Vincent NK. Psychiatric comorbidity in anorexia and bulimia nervosa: nature, prevalence, and causal relationships. Clin Psychol Rev. 2003;23(1):57-74. DOI: 10.1016/S0272-7358(02)00201-5
Prince KJ, Boshuizen HP, van der Vleuten CP, Scherpbier A. Students' opinions about their preparation for clinical practice. Med Educ. 2005;39(7):704-712. DOI: 10.1111/j.1365-2929.2005.02207.x
Ringsted C, Hansen TL, Davis D, Scherpbier A. Are some of the challenging aspects of the CanMEDS roles valid outside Canada? Med Educ. 2006;40(8):807-815. DOI: 10.1111/j.1365-2929.2006.02525.x
Roh H, Park KH. A Scoping Review: Communication Between Emergency Physicians and Patients in the Emergency Department. J Emerg Med. 2016;50(5):734-743. DOI: 10.1016/j.jemermed.2015.11.002
Rosenthal MS, Clay M. Initiatives for Responding to Medical Trainees' Moral Distress about End-of-Life Cases. AMA J Ethics. 2017;19(6):585-594. DOI: 10.1001/journalofethics.2017.19.6.stas1-1706
Smink FR, van Hoeken D, Hoek HW. Epidemiology, course, and outcome of eating disorders. Curr Opin Psychiatry. 2013;26(6):543-548. DOI: 10.1097/YCO.0b013e328365a24f
Steven K, Wenger E, Boshuizen H, Scherpbier A, Dornan T. How clerkship students learn from real patients in practice settings. Acad Med. 2014;89(3):469-476. DOI: 10.1097/ACM.0000000000000129
Teunissen PW, Westerman M. Opportunity or threat: The ambiguity of the consequences of transitions in medical education. Med Educ. 2011;45(1):51-59. DOI: 10.1111/j.1365-2923.2010.03755.x
van der Lee N, Fokkema JP, Westerman M, Driessen EW, van der Vleuten CP, Scherpbier AJ, Scheele F. The CanMEDS framework: relevant but not quite the whole story. Med Teach. 2013;35(11):949-955. DOI: 10.3109/0142159X.2013.827329
van Hell EA, Kuks JB, Schönrock-Adema J, van Lohuizen MT, Cohen-Schotanus J. Transition to clinical training: Influence of pre-clinical knowledge and skills, and consequences for clinical performance. Med Educ. 2008;42(8):830-837. DOI: 10.1111/j.1365-2923.2008.03106.x
Wald HS. Professional identity (trans)formation in medical education: reflection, relationship, resilience. Acad Med. 2015;90(6):701-706. DOI: 10.1097/ACM.0000000000000731
Walling A, Merando A. The fourth year of medical education: a literature review. Acad Med. 2010;85(11):1698-1704. DOI: 10.1097/ACM.0b013e3181f52dc6
Warren AE, Allen VM, Bergin F, Hazelton L, Alexiadis-Brown P, Lightfoot K, McSweeney J, Singleton JF, Sargeant J, Mann K. Understanding, teaching and assessing the elements of the CanMEDS Professional Role: canadian program directors' views. Med Teach. 2014;36(5):390-402. DOI: 10.3109/0142159X.2014.890281
White CB. Smoothing out transitions: how pedagogy influences medical students' achievement of self-regulated learning goals. Adv Health Sci Educ Theory Pract. 2007;12(3):279-297. DOI: 10.1007/s10459-006-9000-z
Yardley S, Teunissen PW, Dornan T. Experiential learning: AMEE Guide No. 63. Med Teach. 2012;34(2):e102-115. DOI: 10.3109/0142159X.2012.650741