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Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA)

23.09. - 25.09.2010, Bochum

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Self and External Assessment of Clinical Competence and Professional Identity of Medical Students during the Training of Breaking Bad News in the Psychosomatic Course

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  • corresponding author presenting/speaker Andrea Kuhnert - Universitätsklinikum Freiburg, Abteilung für Psychosomatische Medizin und Psychotherapie, Freiburg, Deutschland
  • author Ruth Pfeifer - Universitätsklinikum Freiburg, Abteilung für Psychosomatische Medizin und Psychotherapie, Freiburg, Deutschland
  • author Eva-Maria Schneid - Universitätsklinikum Freiburg, Abteilung für Psychosomatische Medizin und Psychotherapie, Freiburg, Deutschland
  • Armin Hartmann - Universitätsklinikum Freiburg, Abteilung für Psychosomatische Medizin und Psychotherapie, Freiburg, Deutschland
  • Michael Wirsching - Universitätsklinikum Freiburg, Abteilung für Psychosomatische Medizin und Psychotherapie, Freiburg, Deutschland

Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA). Bochum, 23.-25.09.2010. Düsseldorf: German Medical Science GMS Publishing House; 2010. Doc10gma116

doi: 10.3205/10gma116, urn:nbn:de:0183-10gma1169

Published: August 5, 2010

© 2010 Kuhnert et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free: to Share – to copy, distribute and transmit the work, provided the original author and source are credited.

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Background Objective of this study was to investigate professional identity [1] and congruence of external and self-assessment of clinical competence in emotionally burdened situations. Summary of work Data of 345 medical students, who have participated in a one week course „Psychosomatics“ including the training „breaking bad news“, was collected. A questionnaire focusing particularly on professional identity and competence in breaking bad news had been completed before (t1) and after (t2) the training, and immediately after the examination (t3) (OSCE). This data was analyzed and related to results of the OSCE. Summary of results In Group A (starting with higher values) the training caused highly significant irritation in professional identity even though the self-assessment of competence improved. Group B (starting with lower values) experienced continuous improvement of professional identity and self-assessment of competence. The self-assessment of competence at t1 correlated negatively with the external assessment (OSCE). Conclusions The experience of competence in emotionally burdened situations is individual and has consecutive effects on the professional identity. Take home messages Adequate self-estimation and guided experience of self competence in difficult situations seems to be a meaningful issue in medical education regarding the personality and professionalism even on undergraduate level.

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References

1.
Schrauth M, Kowalski A, Weyrich P, Begenau J, Werner A, Zipfel S, Nikendei C. Selbstbild, Arztbild und Arztideal: Ein Vergleich Medizinstudierender 1981 und 2006. Psychother Psychosom Med Psychol. 2009;59(12):446-453. DOI: 10.1055/s-0029-1202343 External link