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Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology

BACKGROUND: Communication with patients is challenging, especially in radiation oncology. Therefore, radiation oncology is particularly suited to sensitize medical students for this topic and to train them competently. We report on experiences with an innovative teaching project for fourth- and fift...

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Autores principales: Schmalz, Claudia, Rogge, Annette, Dunst, Jürgen, Krug, David, Liethmann, Katrin
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10449999/
https://www.ncbi.nlm.nih.gov/pubmed/37308589
http://dx.doi.org/10.1007/s00066-023-02099-1
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author Schmalz, Claudia
Rogge, Annette
Dunst, Jürgen
Krug, David
Liethmann, Katrin
author_facet Schmalz, Claudia
Rogge, Annette
Dunst, Jürgen
Krug, David
Liethmann, Katrin
author_sort Schmalz, Claudia
collection PubMed
description BACKGROUND: Communication with patients is challenging, especially in radiation oncology. Therefore, radiation oncology is particularly suited to sensitize medical students for this topic and to train them competently. We report on experiences with an innovative teaching project for fourth- and fifth-year medical students. MATERIALS AND METHODS: The course, funded as an innovative teaching project by the medical faculty, was offered as an optional course for medical students in 2019 and again in 2022 after a pandemic-related break. The curriculum and evaluation form were developed through a two-stage Delphi process. The course consisted of, first, participation during counselling of patients prior to radiotherapy, mainly on topics with shared decision-making, and, second, a 1-week interdisciplinary block seminar with practical exercises. The topics covered a broad spectrum of the competence areas defined in the National Competence-Based Learning Objectives Catalog for Medicine (NKLM). The number of participants was limited to approximately 15 students because of the practical components. RESULTS: So far, 30 students (all at least in the seventh semester or higher) have participated in the teaching project. The most frequent reasons for participation were the desire to acquire competence in breaking bad news and confidence in talking to patients. The overall evaluation of the course was very positive, with a grade of 1.08 + 0.28 (on a scale of 1 = totally agree to 5 = totally disagree) plus German grade 1 (very good) to 6 (very bad). Notably, participants’ expectations regarding specific competencies (e.g., breaking bad news) were also met. CONCLUSION: Although the evaluation results cannot be generalized to the entirety of medical students due to the limited number of voluntary participants, the very positive evaluation shows the need for such projects among students and can also be seen as an indication that radiation oncology as a patient-centered discipline is particularly well suited to teach medical communication.
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spelling pubmed-104499992023-08-26 Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology Schmalz, Claudia Rogge, Annette Dunst, Jürgen Krug, David Liethmann, Katrin Strahlenther Onkol Original Article BACKGROUND: Communication with patients is challenging, especially in radiation oncology. Therefore, radiation oncology is particularly suited to sensitize medical students for this topic and to train them competently. We report on experiences with an innovative teaching project for fourth- and fifth-year medical students. MATERIALS AND METHODS: The course, funded as an innovative teaching project by the medical faculty, was offered as an optional course for medical students in 2019 and again in 2022 after a pandemic-related break. The curriculum and evaluation form were developed through a two-stage Delphi process. The course consisted of, first, participation during counselling of patients prior to radiotherapy, mainly on topics with shared decision-making, and, second, a 1-week interdisciplinary block seminar with practical exercises. The topics covered a broad spectrum of the competence areas defined in the National Competence-Based Learning Objectives Catalog for Medicine (NKLM). The number of participants was limited to approximately 15 students because of the practical components. RESULTS: So far, 30 students (all at least in the seventh semester or higher) have participated in the teaching project. The most frequent reasons for participation were the desire to acquire competence in breaking bad news and confidence in talking to patients. The overall evaluation of the course was very positive, with a grade of 1.08 + 0.28 (on a scale of 1 = totally agree to 5 = totally disagree) plus German grade 1 (very good) to 6 (very bad). Notably, participants’ expectations regarding specific competencies (e.g., breaking bad news) were also met. CONCLUSION: Although the evaluation results cannot be generalized to the entirety of medical students due to the limited number of voluntary participants, the very positive evaluation shows the need for such projects among students and can also be seen as an indication that radiation oncology as a patient-centered discipline is particularly well suited to teach medical communication. Springer Berlin Heidelberg 2023-06-12 2023 /pmc/articles/PMC10449999/ /pubmed/37308589 http://dx.doi.org/10.1007/s00066-023-02099-1 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Original Article
Schmalz, Claudia
Rogge, Annette
Dunst, Jürgen
Krug, David
Liethmann, Katrin
Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology
title Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology
title_full Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology
title_fullStr Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology
title_full_unstemmed Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology
title_short Teaching communication skills in medical education: Best practice example of an interdisciplinary seminar in radiation oncology
title_sort teaching communication skills in medical education: best practice example of an interdisciplinary seminar in radiation oncology
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10449999/
https://www.ncbi.nlm.nih.gov/pubmed/37308589
http://dx.doi.org/10.1007/s00066-023-02099-1
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