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Physicians' roles in competency-based teaching: Do students recognize them?

Elvira Pippel1, Elisabeth Narciß1, Udo Obertacke1

  • 1Medical Faculty Mannheim, Heidelberg University, University Medicine Mannheim (UMM), Mannheim, Germany.

GMS Journal for Medical Education
|September 7, 2018
PubMed
Summary
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The ambulatory care simulation effectively teaches medical students communication and medical expertise roles. However, it struggles to address all physician roles and align learning outcomes with objectives, indicating a need for curriculum integration and instructor training.

Area of Science:

  • Medical Education
  • Simulation-Based Learning
  • Physician Competencies

Background:

  • New teaching formats are crucial for imparting physician roles in medical education.
  • The "ambulatory care simulation" was developed to teach six key physician roles: medical expert, communicator, health advocate, manager, team member, and professional.

Purpose of the Study:

  • To evaluate if the "ambulatory care simulation" effectively addresses all physician roles.
  • To determine if students recognize the competency-based learning objectives of the simulation.

Main Methods:

  • 12 "ambulatory care simulations" were filmed with participant consent.
  • Videos were analyzed using predefined observation criteria.
  • Student "one-minute papers" (211 responses) were analyzed to map learning outcomes to objectives.
Keywords:
competency-based educationprogram evaluationsimulation trainingundergraduate medical education

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Main Results:

  • The "medical expert" and "communicator" roles were most frequently addressed.
  • Two-thirds of students reported learning outcomes not aligned with the simulation's defined objectives.
  • Adherence to guidelines was observed, but not all roles were equally emphasized.

Conclusions:

  • Single teaching units like the "ambulatory care simulation" may be insufficient for comprehensive understanding of physician roles.
  • Longitudinal integration, intensive instructor preparation, and transparent learning objectives are recommended.
  • Formative evaluations are essential for complex teaching formats to ensure learning objectives are addressed, recognized, and achieved.