Katja Koelkebeck1, Franziska Baessler2, Robert Bittner3, Thomas Frodl4, Gertraut Gradl-Dietsch5, Deborah Janowitz6, Katja-Daniela Jordan7, Ina Kluge8, Oliver Matthes7, Severin Pinilla9, Anita Robitzsch10, Maria Strauß11, Sven Speerforck11, Stefan Watzke12, Philipp Spitzer13. 1. LVR-Klinikum Essen, Klinik für Psychiatrie und Psychotherapie, Kliniken und Institut der Universität Duisburg-Essen. 2. Universität Heidelberg, Klinik für Allgemeine Innere Medizin und Psychosomatik. 3. Universität Frankfurt am Main, Klinik für Psychiatrie, Psychosomatik und Psychotherapie. 4. Universität Magdeburg, Medizinische Fakultät, Universitätsklinik für Psychiatrie und Psychotherapie. 5. Klinik für Kinder- und Jugendpsychiatrie, -psychotherapie und -psychosomatik, Kliniken und Institut der Universität Duisburg-Essen. 6. Universität Greifswald, Klinik für Psychiatrie und Psychotherapie. 7. Universität Zürich, Universitätsspital Zürich, Klinik für Konsiliarpsychiatrie und Psychosomatik. 8. Philipps-Universität Marburg, Fachbereich Medizin, Klinik für Psychiatrie und Psychotherapie, Standort Marburg. 9. Universität Bern, Universitätsklinik für Alterspsychiatrie und Psychotherapie. 10. Klinik für Psychosomatische Medizin und Psychotherapie, Kliniken und Institut der Universität Duisburg-Essen. 11. Universitätsklinikum Leipzig, Klinik für Psychiatrie und Psychotherapie. 12. Martin-Luther-Universität Halle-Wittenberg, Medizinische Fakultät, Klinik und Poliklinik für Psychiatrie, Psychotherapie und Psychosomatik. 13. Friedrich-Alexander-Universität Erlangen-Nürnberg, Medizinische Fakultät, Klinik für Psychiatrie und Psychotherapie.
Abstract
AIM: In specialties that heavily rely on communication skills such as psychiatry, psychotherapy and psychosomatic medicine, teaching in times of the COVID-19 pandemic is especially challenging. In this overview, educators and course directors report their experiences in eteaching and share their innovative solutions. METHODS: We present a collection of methods that relate to teaching and assessment as well as student activation. RESULTS: A range of helpful tools for teaching were compiled. This includes instructional videos with simulated patients, structured homework to document a mental status examination, structured hand-offs, and practical examinations in video format. Motivational techniques include podcasts with interviews with clinicians and patients and teaching with the use of cinematic material. DISCUSSION: Switching to online formats creates opportunities and advantages for the advancement of time- and location-independent learning. A fast conversion in this direction might also pose some disadvantages. A direct patient-student interaction is critical for engaging with transference, countertransference and situational aspects for teaching in psychosocial disciplines. Empirical studies of the effectiveness of these newly developed formats and faculty development for digital teaching are necessary. Thieme. All rights reserved.
AIM: In specialties that heavily rely on communication skills such as psychiatry, psychotherapy and psychosomatic medicine, teaching in times of the COVID-19 pandemic is especially challenging. In this overview, educators and course directors report their experiences in eteaching and share their innovative solutions. METHODS: We present a collection of methods that relate to teaching and assessment as well as student activation. RESULTS: A range of helpful tools for teaching were compiled. This includes instructional videos with simulated patients, structured homework to document a mental status examination, structured hand-offs, and practical examinations in video format. Motivational techniques include podcasts with interviews with clinicians and patients and teaching with the use of cinematic material. DISCUSSION: Switching to online formats creates opportunities and advantages for the advancement of time- and location-independent learning. A fast conversion in this direction might also pose some disadvantages. A direct patient-student interaction is critical for engaging with transference, countertransference and situational aspects for teaching in psychosocial disciplines. Empirical studies of the effectiveness of these newly developed formats and faculty development for digital teaching are necessary. Thieme. All rights reserved.
Authors: Axel Lechner; Stefan P Haider; Benedikt Paul; Pablo F F Escrihuela Branz; Axelle Felicio-Briegel; Magdalena Widmann; Johanna Huber; Ursula Stadlberger; Martin Canis; Florian Schrötzlmair; Kariem Sharaf Journal: J Pers Med Date: 2022-05-12