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  1. Article ; Online: Did medical curiosity kill the cat?

    Till Johannes Bugaj

    MedEdPublish, Vol 7, Iss

    2018  Volume 3

    Abstract: Curiosity is the urge to explore, understand, and discover anything new. Curious doctors act as 'frontier workers' between the humanities and natural sciences. In their efforts towards trying to "understand" both their patients and their complaints, they ...

    Abstract Curiosity is the urge to explore, understand, and discover anything new. Curious doctors act as 'frontier workers' between the humanities and natural sciences. In their efforts towards trying to "understand" both their patients and their complaints, they function as detectives searching for every seemingly unimportant detail in their constant endeavor of solving the mysterious medical puzzle of illness and providing their ailed patients with adequate help. The curiosity to discover my patients' character, to learn their hopes and desires, to explore their past and current social environment is a crucial part of the manifold studied foundation of what is termed medical empathy. Therefore, nurturing curiosity during the course of medical training should be highly desirable. That said, it seems all the more regrettable that medical education often suppresses the development of curiosity rather than nurtures it, often overemphasizing verifiable facts rather than stimulating more complex thought and reflection processes. The importance of medical curiosity, previously neglected as a potent effect and success factor in the medical-therapeutic setting, should no longer be misunderstood or denied its role. We, as physicians and lecturers, have the power to ignite our students' medical curiosity, if we manage to transmit the "spark". This Personal View by a German MD is intended as a passionate plea for more curiosity in medical education.
    Keywords Curiosity ; medical education ; medical school ; teaching medicine ; practising medicine ; burnout prevention ; Special aspects of education ; LC8-6691 ; Medicine ; R
    Language English
    Publishing date 2018-08-01T00:00:00Z
    Publisher F1000 Research Ltd
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  2. Article ; Online: Measuring an understudied factor in medical education – development and validation of the medical curiosity scale

    Till Johannes Bugaj / Tim Alexander Schwarz / Valentin Terhoeven / Ede Nagy / Anna Cranz / Hans-Christoph Friederich / Christoph Nikendei

    Medical Education Online, Vol 28, Iss

    2023  Volume 1

    Abstract: ABSTRACTCuriosity, which has been called the third pillar of academic achievement and positively predicts academic performance (von Stumm et al., 2011), is widely recognized as an important factor in acquiring knowledge and skills in medical training, ... ...

    Abstract ABSTRACTCuriosity, which has been called the third pillar of academic achievement and positively predicts academic performance (von Stumm et al., 2011), is widely recognized as an important factor in acquiring knowledge and skills in medical training, and may be critical for students´ sound mental health. Medical educators have advocated that curiosity should play a more significant role in medical training and have criticized didactic barriers impeding student curiosity. However, in medical training, curiosity is understudied partly due to a lack of methods for measuring curiosity. Therefore, this study was designed to develop and validate a scale to measure medical curiosity. After reviewing the literature and interviewing a panel of experts (n = 7), 25 preliminary items assessing medical curiosity were developed and administered to n = 305 medical students (n = 163 female and n = 142 male) at Heidelberg University across all medical school years. Following exploratory factor analysis (EFA) with oblique (promax) rotation, we measured medical curiosity in a medical student sample. We have identified two distinct factors: intellectual medical curiosity (IMC) and social medical curiosity (SMC). IMC describes the desire to acquire medical knowledge for curiosity’s sake, while SMC refers to curiosity about human nature and, in particular, patient health. Both factors showed good psychometric properties, with eigenvalues of 6.7 and 3.5, explaining 26.6% and 14.0% of the variance and internal consistencies of 0.796 and 0.866, respectively, and high convergent and discriminant validity. While first-year students showed significantly higher IMC scores than final-year medical students, SMC scores remained stable and tended to increase throughout medical school. This study has succeeded in developing the first scale to measure aspects of medical curiosity and, thus, lays the groundwork for future studies examining medical students’ curiosity. A deeper understanding of medical students’ curiosity can help to foster this ...
    Keywords Curiosity ; epistemic curiosity ; medical school ; medical studies ; medical student ; mental health ; Special aspects of education ; LC8-6691 ; Medicine (General) ; R5-920
    Language English
    Publishing date 2023-12-01T00:00:00Z
    Publisher Taylor & Francis Group
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  3. Article ; Online: Randomised controlled monocentric trial to compare the impact of using professional actors or peers for communication training in a competency-based inverted biochemistry classroom in preclinical medical education

    Achim Schneider / Christoph Nikendei / David Alexander Christian Messerer / Astrid Horneffer / Michael Kuhl / Veronika Kühn / Till Johannes Bugaj / Susanne Julia Kühl

    BMJ Open, Vol 12, Iss

    2022  Volume 5

    Keywords Medicine ; R
    Language English
    Publishing date 2022-05-01T00:00:00Z
    Publisher BMJ Publishing Group
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  4. Article ; Online: What do Final Year Medical Students in Germany know and think about Climate Change? – The ClimAttitude Study

    Till Johannes Bugaj / Marie Heilborn / Valentin Terhoeven / Simon Kaisinger / Ede Nagy / Hans-Christoph Friederich / Christoph Nikendei

    Medical Education Online, Vol 26, Iss

    2021  Volume 1

    Abstract: Climate change (CC) is adversely affecting human health and will become far more dangerous in the future, if no substantial measures are taken. Young people in particular are taking an energetic stand for CC awareness. Some CC experts argue that medical ... ...

    Abstract Climate change (CC) is adversely affecting human health and will become far more dangerous in the future, if no substantial measures are taken. Young people in particular are taking an energetic stand for CC awareness. Some CC experts argue that medical doctors are especially well positioned to inform about the impact of CC on public health, as it is well established that they are among the most trusted members of society. However, medical doctors seem to be unsure of their role in addressing CC. This study aimed to investigate future doctors´, i.e., final year medical students´ (FYMS), attitudes towards CC and their personal role in CC education and health care. A questionnaire was developed to examine (1) the expected consequences of CC for FYMS, (2) their perceived individual responsibility, and their attitudes towards an additional (3) professional responsibility. To examine the climate-questionnaire’s component correlations, we ran a factor analysis using oblique (promax) rotation and conducted a one-way ANOVA with repeated measures to compare the mean scores of the factors. Data are presented as mean ± SD or percentage, as appropriate. n = 65 FYMS (response rate: 87%) were participating and all of them completed the questionnaire. Items of the factor professional responsibility showed the lowest level of agreement (47.2 ± 21.2), while the 2 other factors showed higher levels of agreement (expected consequences (75.6 ± 18.4), individual responsibility (75.1 ± 20.6). Future doctors at Heidelberg University Hospital are well-informed about the expected health consequences of CC. They recognize human contributions to CC and make personal decisions to mitigate the impact. However, the opinion that they have a professional responsibility as physicians to patients or society in regard to CC is weaker. Specific teaching could help to change the way future doctors see their role and responsibility in tackling CC.
    Keywords climate change ; responsibility ; final year medical students ; medical training ; Special aspects of education ; LC8-6691 ; Medicine (General) ; R5-920
    Subject code 300
    Language English
    Publishing date 2021-01-01T00:00:00Z
    Publisher Taylor & Francis Group
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  5. Article ; Online: Teaching patient-centred communication skills during clinical procedural skill training - a preliminary pre-post study comparing international and local medical students

    Ede Nagy / Gloria Matondo Miguel Luta / Daniel Huhn / Anna Cranz / Jobst-Hendrik Schultz / Anne Herrmann-Werner / Till Johannes Bugaj / Hans-Christoph Friederich / Christoph Nikendei

    BMC Medical Education, Vol 21, Iss 1, Pp 1-

    2021  Volume 11

    Abstract: Abstract Background International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training ... ...

    Abstract Abstract Background International medical students are frequently confronted with intercultural, psychosocial, and language barriers and often receive lower marks in written, oral, and clinical-practical examinations than fellow local students. Training communication competence in procedural skills, such as blood sampling, is further challenge in this particular group of medical students. This pre-post comparative intervention study aimed to investigate the effects of training communication skills during the performance of procedural skills (taking blood samples from a silicone model) in international and local students as part of their clinical practical medical training. Methods Study participants performed blood sampling on an arm prosthesis model (part-task trainer) before and after the communication skills training, focusing on accompanying communication with a simulation patient sitting next to the arm model. The pre- and post-evaluation video was assessed by two independent evaluators using a binary checklist, the Integrated Procedural Performance Instrument (IPPI) and global assessments of clinical professionalism in terms of procedural and communication performance. Linear models with mixed effects were used. Group differences regarding global competence levels were analysed with χ2-tests. Results International medical students did not perform as well as their local counterparts in the pre- and post-examinations. Both groups improved their performance significantly, whereby the international students improved more than their local counterparts in terms of their communication performance, assessed via binary checklist. Clinical professionalism evaluated via global assessments of procedural and communication performance highlights the intervention’s impact insofar as no international student was assessed as clinically not competent after the training. Conclusions Our results suggest that already a low-dose intervention can lead to improved communication skills in medical students performing procedural tasks and significantly increase their confidence in patient interaction.
    Keywords International medical students ; Skills-lab training ; Communication skills ; IPPI ; Binary checklist ; Special aspects of education ; LC8-6691 ; Medicine ; R
    Subject code 796
    Language English
    Publishing date 2021-09-01T00:00:00Z
    Publisher BMC
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  6. Article ; Online: Ready to run the wards? – A descriptive follow-up study assessing future doctors’ clinical skills

    Till Johannes Bugaj / Christoph Nikendei / Jan Benedikt Groener / Jan Stiepak / Julia Huber / Andreas Möltner / Wolfgang Herzog / Ansgar Koechel

    BMC Medical Education, Vol 18, Iss 1, Pp 1-

    2018  Volume 8

    Abstract: Abstract Background Recent studies have shown that clinical tasks only represent a small percentage in the scope of final-year medical students’ activities and often lack sufficient supervision. It appears that final-year medical students are frequently ... ...

    Abstract Abstract Background Recent studies have shown that clinical tasks only represent a small percentage in the scope of final-year medical students’ activities and often lack sufficient supervision. It appears that final-year medical students are frequently deployed to perform “routine tasks” and show deficits in the performance of more complex activities. This study aimed to evaluate final-year students’ clinical performance in multiple impromptu clinical scenarios using video-based assessment. Methods We assessed final-year medical students’ clinical performance in a prospective, descriptive, clinical follow-up study with 24 final-year medical students during their Internal Medicine rotation. Participating students were videotaped while practicing history taking, physical examination, IV cannulation, and case presentation at the beginning and end of their rotation. Clinical performance was rated by two independent, blinded video assessors using binary checklists, activity specific rating scales and a five-point global rating scale for clinical competence. Results Students’ performance, assessed by the global rating scale for clinical competence, improved significantly during their rotation. However, their task performance was not rated as sufficient for independent practice in most cases. Analysis of average scores revealed that overall performance levels differed significantly, whereby average performance was better for less complex and more frequently performed activities. Conclusions We were able to show that students’ performance levels differ significantly depending on the frequency and complexity of activities. Hence, to ensure adequate job preparedness for clinical practice, students need sufficiently supervised and comprehensive on-ward medical training.
    Keywords Assessment methods ; Workplace learning ; Clinical competencies ; Internal Medicine ; Final year medical education ; Special aspects of education ; LC8-6691 ; Medicine ; R
    Language English
    Publishing date 2018-11-01T00:00:00Z
    Publisher BMC
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  7. Article ; Online: Effects of realistic e-learning cases on students' learning motivation during COVID-19.

    Ann-Kathrin Rahm / Maximilian Töllner / Max Ole Hubert / Katrin Klein / Cyrill Wehling / Tim Sauer / Hannah Mai Hennemann / Selina Hein / Zoltan Kender / Janine Günther / Petra Wagenlechner / Till Johannes Bugaj / Sophia Boldt / Christoph Nikendei / Jobst-Hendrik Schultz

    PLoS ONE, Vol 16, Iss 4, p e

    2021  Volume 0249425

    Abstract: Background Keeping up motivation to learn when socially isolated during a pandemic can be challenging. In medical schools, the COVID-19 pandemic required a complete switch to e-learning without any direct patient contact despite early reports showing ... ...

    Abstract Background Keeping up motivation to learn when socially isolated during a pandemic can be challenging. In medical schools, the COVID-19 pandemic required a complete switch to e-learning without any direct patient contact despite early reports showing that medical students preferred face-to-face teaching in clinical setting. We designed close to real-life patient e-learning modules to transmit competency-based learning contents to medical students and evaluated their responses about their experience. Methods Weekly e-learning cases covering a 10-week leading symptom-based curriculum were designed by a team of medical students and physicians. The internal medicine curriculum (HeiCuMed) at the Heidelberg University Medical School is a mandatory part of clinical medical education in the 6th or 7th semester. Case-design was based on routine patient encounters and covered different clinical settings: preclinical emergency medicine, in-patient and out-patient care and follow-up. Individual cases were evaluated online immediately after finishing the respective case. The whole module was assessed at the end of the semester. Free-text answers were analyzed with MaxQDa following Mayring`s principles of qualitative content analyses. Results N = 198 students (57.6% female, 42.4% male) participated and 1252 individual case evaluations (between 49.5% and 82.5% per case) and 51 end-of-term evaluations (25.8% of students) were collected. Students highly appreciated the offer to apply their clinical knowledge in presented patient cases. Aspects of clinical context, interactivity, game-like interface and embedded learning opportunities of the cases motivated students to engage with the asynchronously presented learning materials and work through the cases. Conclusions Solving and interpreting e-learning cases close to real-life settings promoted students' motivation during the COVID-19 pandemic and may partially have compensated for missing bedside teaching opportunities.
    Keywords Medicine ; R ; Science ; Q
    Subject code 370
    Language English
    Publishing date 2021-01-01T00:00:00Z
    Publisher Public Library of Science (PLoS)
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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  8. Article ; Online: Differential determination of perceived stress in medical students and high-school graduates due to private and training-related stressors.

    Rebecca Erschens / Anne Herrmann-Werner / Katharina Eva Keifenheim / Teresa Loda / Till Johannes Bugaj / Christoph Nikendei / Maria Lammerding-Köppel / Stephan Zipfel / Florian Junne

    PLoS ONE, Vol 13, Iss 1, p e

    2018  Volume 0191831

    Abstract: Numerous studies from diverse contexts have confirmed high stress levels and stress-associated health impairment in medical students. This study aimed to explore the differential association of perceived stress with private and training-related stressors ...

    Abstract Numerous studies from diverse contexts have confirmed high stress levels and stress-associated health impairment in medical students. This study aimed to explore the differential association of perceived stress with private and training-related stressors in medical students according to their stage of medical education.Participants were high-school graduates who plan to study medicine and students in their first, third, sixth, or ninth semester of medical school or in practical medical training. The self-administered questionnaire included items addressing demographic information, the Perceived Stress Questionnaire, and items addressing potential private and training-related stressors.Results confirmed a substantial burden of perceived stress in students at different stages of their medical education. In particular, 10-28% of students in their third or ninth semesters of medical school showed the highest values for perceived stress. Training-related stressors were most strongly associated with perceived stress, although specific stressors that determined perceived stress varied across different stages of students' medical education. High-school graduates highly interested in pursuing medical education showed specific stressors similar to those of medical students in their third, sixth, or ninth semesters of medical school, as well as stress structures with heights of general stress rates similar to those of medical students at the beginning of practical medical training.High-school graduates offer new, interesting information about students' fears and needs before they begin medical school. Medical students and high-school graduates need open, comprehensive information about possible stressors at the outset of and during medical education. Programmes geared toward improving resilience behaviour and teaching new, functional coping strategies are recommended.
    Keywords Medicine ; R ; Science ; Q
    Subject code 370
    Language English
    Publishing date 2018-01-01T00:00:00Z
    Publisher Public Library of Science (PLoS)
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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