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Interactive, case-based seminars in the digitized pediatrics block internship from the students' perspective.

Andrea Heinzmann¹, Sebastian Bode¹, Johannes Forster¹

¹Universitätsklinikum Freiburg, Albert-Ludwigs-Universität, Zentrum für Kinder- und Jugendmedizin, Klinik für Allgemeine Kinder- und Jugendmedizin, Freiburg, Germany.

GMS Journal for Medical Education

|March 4, 2021

Summary

Medical students highly accepted a digitized pediatric block practice during COVID-19. This online learning format, featuring formative questions and time flexibility, improved engagement, though immediate question resolution was desired.

Keywords:

evaluation formative questions interactive learning units pediatrics

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Area of Science:

Medical Education
Pediatrics
Digital Learning

Background:

The COVID-19 pandemic necessitated rapid adaptation of medical education.
Traditional pediatric block practical courses faced significant disruption.

Purpose of the Study:

To evaluate the feasibility and student acceptance of a digitized pediatric block practical course.
To assess the effectiveness of integrated formative questions in enhancing learning.

Main Methods:

Nineteen pediatric seminars were recorded and uploaded to the ILIAS learning platform.
Formative questions were embedded within the digital seminars to promote active learning.
Student feedback was collected to evaluate the course's reception and identify areas for improvement.

Main Results:

The digitized course demonstrated high student acceptance and engagement.
Key appreciated features included time flexibility and the inclusion of formative questions.
A notable criticism was the delay in providing immediate answers to formative questions.

Conclusions:

Digitalization of pediatric practical courses is a viable and well-received educational strategy.
Integrating formative assessments and flexible learning enhances student experience.
Future iterations should prioritize immediate feedback mechanisms for optimal learning outcomes.