gms | German Medical Science

Research in Medical Education – Chances and Challenges International Conference

20.05. - 22.05.2009, Heidelberg

Video-based Standardised Physical Examination – An Interdisciplinary Project at Heidelberg Medical School

Meeting Abstract

  • corresponding author presenting/speaker Anke Simon - Universitätsklinikum Heidelberg, Zentrum für Kinder - und Jugendmedizin, Klinik für Kinderheilkunde I, Heidelberg, Germany
  • Ina Weber - Theresienkrankenhaus Mannheim, Abt. für Kardiologie, Mannheim, Germany
  • Jörg Miebach - Universitätsklinikum Heidelberg, Medienzentrum, Heidelberg, Germany
  • author Martina Kadmon - Universitätsklinikum Heidelberg, Chirurgische Klinik, Heidelberg, Germany
  • author Sören Huwendiek - Universitätsklinikum Heidelberg, Zentrum für Kinder - und Jugendmedizin, Heidelberg, Germany
  • Thorsten Steiner - Universitätsklinikum Heidelberg, Neurologische Klinik, Heidelberg, Germany

Research in Medical Education - Chances and Challenges 2009. Heidelberg, 20.-22.05.2009. Düsseldorf: German Medical Science GMS Publishing House; 2009. Doc09rmeF3

DOI: 10.3205/09rme32, URN: urn:nbn:de:0183-09rme324

Veröffentlicht: 5. Mai 2009

© 2009 Simon et al.
Dieser Artikel ist ein Open Access-Artikel und steht unter den Creative Commons Lizenzbedingungen (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.de). Er darf vervielfältigt, verbreitet und öffentlich zugänglich gemacht werden, vorausgesetzt dass Autor und Quelle genannt werden.


Gliederung

Poster

Introduction: The physical examination is one of the most important skills medical students have to acquire during their studies. It has been shown that students learn and apply new skills more appropriate by using and repeating one standard technique. Therefore, the Heidelberg Medical School develops an interdisciplinary project, “The Standardised Physical Examination“, based on current knowledge of the clinical physical examination. Amongst others, students should be offered a video-based online tutorial in several disciplines as neurology, paediatrics, surgery and medicine which uses mainly the same standards of physical examination. The first videos were developed at the Department of Neurology and integrated into the regular neurological curriculum as online tutorial. The videos lead the practising student through single steps of the neurological examination with audio comments, drawings and concomitant texts. The neurological exam was part of the OSCE at the end of the curriculum. A pilot study was performed to evaluate the acceptance of the project by the medical students.

Methods: 73 students who participated in this study were asked about the structure, content and didactic relevance of this online tutorial based on a questionnaire using a Likert scale from 1 to 5.

Results: 75% of the students ranked the didactic relevance of this course as high = 4 (38%) or very high = 5 (37%). 62 % rated the structure of the online course as good = 4 (50%) or very good = 5 (12%), and 66% assessed the presented contents as good (47%) or very good (19%). In free text comments students expressed mainly high acceptance and some technical difficulties like audio problems.

Conclusion: In our pilot study we found a wide acceptance and positive response to the video-based standardised physical examination online tutorial. Some technical issues will be resolved and the online tutorial will be even tighter integrated into the neurology course. Currently, also videos of a standardised paediatric physical examination are in progress. We think that the video-based standardised physical examination online tutorial is a useful, complementary learning tool for fostering the internalisation of a structured physical examination throughout the medical studies, but the outcome has to be proved yet. Therefore future studies will address this issue and e.g. investigate the influence of the online tutorial on the learner’s performance in the OSCE.