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Analysis of risk communication teaching in psychosocial and other medical departments

Aims: Teaching students about risk communication is an important aspect at medical schools given the growing importance of informed consent in healthcare. This observational study analyzes the quality of teaching content on risk communication and biostatistics at a medical school. Methods: Based on...

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Autores principales: Baessler, Franziska, Zafar, Ali, Ciprianidis, Anja, Wagner, Fabienne Louise, Klein, Sonja Bettina, Schweizer, Sophie, Bartolovic, Marina, Roesch-Ely, Daniela, Ditzen, Beate, Nikendei, Christoph, Schultz, Jobst-Hendrik
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7170276/
https://www.ncbi.nlm.nih.gov/pubmed/32249706
http://dx.doi.org/10.1080/10872981.2020.1746014
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author Baessler, Franziska
Zafar, Ali
Ciprianidis, Anja
Wagner, Fabienne Louise
Klein, Sonja Bettina
Schweizer, Sophie
Bartolovic, Marina
Roesch-Ely, Daniela
Ditzen, Beate
Nikendei, Christoph
Schultz, Jobst-Hendrik
author_facet Baessler, Franziska
Zafar, Ali
Ciprianidis, Anja
Wagner, Fabienne Louise
Klein, Sonja Bettina
Schweizer, Sophie
Bartolovic, Marina
Roesch-Ely, Daniela
Ditzen, Beate
Nikendei, Christoph
Schultz, Jobst-Hendrik
author_sort Baessler, Franziska
collection PubMed
description Aims: Teaching students about risk communication is an important aspect at medical schools given the growing importance of informed consent in healthcare. This observational study analyzes the quality of teaching content on risk communication and biostatistics at a medical school. Methods: Based on the concept of curriculum mapping, purpose-designed questionnaires were used via participant observers to record the frequency, characteristics and context of risk communication employed by lecturers during teaching sessions for one semester. The data was analyzed quantitatively and descriptively. Results: Teaching about risk communication was observed in 24.4% (n = 95 of 390) sessions. Prevalence varied significantly among different departments with dermatology having the highest rate (67.9%) but lesser in-depth teaching than medical psychology where risk communication concepts were discussed on a higher scale in 61.4% sessions. Relevant statistical values were not mentioned at all in 69% of these 95 sessions and clinical contexts were used rarely (55.8%). Supplementary teaching material was provided in 50.5% sessions while students asked questions in 18.9% sessions. Conclusions: Students are infrequently taught about communicating risks. When they are, the teaching does not include the mention of core biostatistics values nor does the teaching involve methods for demonstrating risk communication.
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spelling pubmed-71702762020-04-27 Analysis of risk communication teaching in psychosocial and other medical departments Baessler, Franziska Zafar, Ali Ciprianidis, Anja Wagner, Fabienne Louise Klein, Sonja Bettina Schweizer, Sophie Bartolovic, Marina Roesch-Ely, Daniela Ditzen, Beate Nikendei, Christoph Schultz, Jobst-Hendrik Med Educ Online Research Article Aims: Teaching students about risk communication is an important aspect at medical schools given the growing importance of informed consent in healthcare. This observational study analyzes the quality of teaching content on risk communication and biostatistics at a medical school. Methods: Based on the concept of curriculum mapping, purpose-designed questionnaires were used via participant observers to record the frequency, characteristics and context of risk communication employed by lecturers during teaching sessions for one semester. The data was analyzed quantitatively and descriptively. Results: Teaching about risk communication was observed in 24.4% (n = 95 of 390) sessions. Prevalence varied significantly among different departments with dermatology having the highest rate (67.9%) but lesser in-depth teaching than medical psychology where risk communication concepts were discussed on a higher scale in 61.4% sessions. Relevant statistical values were not mentioned at all in 69% of these 95 sessions and clinical contexts were used rarely (55.8%). Supplementary teaching material was provided in 50.5% sessions while students asked questions in 18.9% sessions. Conclusions: Students are infrequently taught about communicating risks. When they are, the teaching does not include the mention of core biostatistics values nor does the teaching involve methods for demonstrating risk communication. Taylor & Francis 2020-04-04 /pmc/articles/PMC7170276/ /pubmed/32249706 http://dx.doi.org/10.1080/10872981.2020.1746014 Text en © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Baessler, Franziska
Zafar, Ali
Ciprianidis, Anja
Wagner, Fabienne Louise
Klein, Sonja Bettina
Schweizer, Sophie
Bartolovic, Marina
Roesch-Ely, Daniela
Ditzen, Beate
Nikendei, Christoph
Schultz, Jobst-Hendrik
Analysis of risk communication teaching in psychosocial and other medical departments
title Analysis of risk communication teaching in psychosocial and other medical departments
title_full Analysis of risk communication teaching in psychosocial and other medical departments
title_fullStr Analysis of risk communication teaching in psychosocial and other medical departments
title_full_unstemmed Analysis of risk communication teaching in psychosocial and other medical departments
title_short Analysis of risk communication teaching in psychosocial and other medical departments
title_sort analysis of risk communication teaching in psychosocial and other medical departments
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7170276/
https://www.ncbi.nlm.nih.gov/pubmed/32249706
http://dx.doi.org/10.1080/10872981.2020.1746014
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